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  • LinkedIn for PhDs with Dr. Gertrude Nonterah of The Bold PhD

    LinkedIn for PhDs with Dr. Gertrude Nonterah of The Bold PhD

    I’m anxious about how to start posting on LinkedIn. Or, I’ve never posted on LinkedIn before. Is this you?

    Meet my featured interview guest, Dr. Gertrude Nonterah. She’s a LinkedIn expert, and host of The Bold PhD YouTube channel. This interview focuses on LinkedIn for PhDs and how opening up about Gertrude’s struggle finding a job with a PhD invited opportunity.

    I’m Jennifer van Alstyne. Welcome to The Social Academic blog, podcast, and YouTube channel. I empower professors to feel confident when showing up online. Help more people know your name and your research when you build an online presence that works for you.

    In this interview:

    Meet Dr. Gertrude Nonterah

    Jennifer: Hello, everyone. I am Jennifer van Alstyne and welcome to The Social Academic. I’m so excited to talk with you today about LinkedIn because my special featured interview guest, Dr. Gertrude Nonterah is amazing at LinkedIn. I mean literally the person that I recommend if you’re new to LinkedIn and you need to go follow someone to figure out what they’re doing and what’s working well. She’s the person.

    Gertrude, Gee, I’m so excited for you to be here with me today. Would you mind introducing yourself to everyone?

    Gertrude: Absolutely. Thank you. First of all, I want to say thank you, Jennifer, for inviting me for this show. I’ve known about your show for about two years now. And so just being here is such a privilege. I’m Gertrude Nonterah. You can call me Gee, because sometimes people would struggle to say Gertrude.

    Let me start with The Bold PhD. Essentially, I finished my PhD in 2015. When I finished, I went straight into a postdoc. During this postdoc, I realized that income was low. I live in California. I started a side business. I started doing that and then somewhere along the line I lost my job as a postdoc.

    When I lost my job as a postdoc, I thought it would take me a couple of months and then I’d find a new job. But instead it took a year and a half to find a new job because nothing I was doing was working. I was applying to jobs within academia, jobs outside academia. I was even applying for second postdocs. And nothing was opening up.

    The job ended in May of 2018 because of funding cuts or funding running out. I didn’t get another role until I was offered the role in December of 2019. So I wouldn’t start another role until 2020. That 18-month period was such a growing time, a difficult time. When I landed that faculty position, and later when I moved on into medical communications, I really wanted to chat about the emotions around you know being a jobless PhD.

    Right? You’ve been told to go to school. You’ve been told to get all this education. And yet you’re applying for jobs and nothing is working, right? How do you navigate that?

    Once I began to talk about that, and especially on LinkedIn, people began to resonate. And people would reach out to me and say, “I’m going through the exact same thing.” Like, “I can’t believe that this is happening to me.”

    Gertrude: That’s how The Bold PhD was then born. I realized that there was a need for people to kind of talk about that. It’s sort of like a shameful topic to say that you have all this education and you don’t have a job. Right? I mean what did you do wrong? And so as I began to talk about I began to build that community. And it’s just taken off from there.

    Jennifer: Oh, I love that so much. What I love the most is that you said that you really wanted to talk about the emotions that you had experienced, that other people might be going through now. My fiancé went through that. Many of my friends went through that same experience of joblessness as a PhD. And really struggling to communicate what you need and also your emotions about everything. Because certainly they felt embarrassed. They felt alone. They felt isolated.

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    A conversation that needs to be talked about: leaving academia

    Jennifer: I love that emotions was something that really inspired you to start talking about that. What was it like to be open about that and have so many people resonate with it and respond?

    Gertrude: Yes. When I started talking about this and especially when I started talking about transitioning from academia into industry, and also the emotional side of it…People have been transitioning from academia to industry for a really long time. Right? That’s not the new thing.

    The thing that I brought to it was actually talking about the mental state. Your mental state, and the emotions, and the financials. What people don’t usually talk about: the kind of difficulty they go through when they have financial stress.

    People began to direct message [DM] me. People left comments. At first it was a little overwhelming because I didn’t know it was going to open the floodgates of like people…Literally, I would receive maybe a hundred comments on a post. Or, maybe one day I would get like 20 different DMs of people asking me questions: “Well how did you do this?” “How did you navigate that?”

    In the beginning it was kind of overwhelming. But now I’ve realized that this was something that needed to be talked about. I’m glad that I started that conversation. Maybe I didn’t start the conversation, but I was bold enough, hence the name The Bold PhD, to begin actually talking about it. And putting myself out there.

    The thing is, when you do that you’re also vulnerable. Right? I am quite a private person. I’m an introvert. There are lots of things I keep to myself. But I think that there are certain things that if nobody ever talks about, it never gets talked about, and people continue to suffer in silence. I didn’t want that to continue.

    Gertrude: I wanted people to realize there are people that will finish a PhD and will not find a job. And yes, you will go through some days where you’re crying, and you’re weepy, and you’re upset. And yes, I went through this. It’s not fun to put yourself out there and say you were good. Because there are also people like I know from my childhood and from my days back in school who follow me, and you know they’re gonna see that. Like you don’t always want people from home to see that, but they’re people that see that.

    But I realize that 1. a lot of people don’t care as much as you think they care. Right?

    Jennifer and Gertrude laugh.

    And 2. the people that care actually resonate with that message. And they need your help. And they will seek out your help.

    So that’s how it’s been. I was afraid at first, but you know, I realized there was something that needed to be talked about.

    Jennifer: That’s so powerful. And you did start that conversation for all those people who are reaching out to you for the first time. It’s probably the first time anyone invited a conversation for them. I really am so impressed with your ability not just to be open about yourself, but to respond and actually engage with people who have questions about it.

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    At first, I wasn’t a LinkedIn person

    A black woman holds an open laptop on her lap. On the laptop is Dr. Gertrude Nonterah's LinkedIn profile.

    Jennifer: LinkedIn sounds like it was so important for you. LinkedIn sounds like where you really built your platform in terms of your personal brand. Why did you get on LinkedIn? And, why should others be on LinkedIn too?

    Gertrude: That’s right. Great question, Jennifer. At first, I wasn’t a LinkedIn person. Like, I would have jumped on Instagram. I was on Instagram and Facebook when Facebook was like a big thing. And I was on YouTube for a little while. The Bold PhD is actually on YouTube too.

    I think the reason why I jumped on LinkedIn, and the reason I still write on LinkedIn is because currently LinkedIn has unbeatable reach when you compare it to all the other platforms.

    It’s kind of slowed down a little bit. I do see changes with the algorithm. But for the most part, I think that LinkedIn is quite fair with putting your content in front of the right eyes, especially if you already have people interacting with your content.

    The way that LinkedIn is different from other platforms is: For instance, me and Jennifer are connected. If she posts something and I go and I like it and I comment on it, there’s a likelihood that people in my network that are not connected with Jennifer are going to see that comment. They’re going to see that.

    Gertrude: Or, even, I could share that piece of content. Sharing, you can do anywhere, but specifically liking and commenting on a post. And by doing so my community, or the people that are connected to me, could find out about Jennifer and be like, “Oh, that’s somebody I really want to connect with. Let me connect with her.”

    And no other social media platform is doing this currently. All the platforms are really based on, ‘we’re going to show your content to a few people and if they like it then we’ll show it to more people.’ And that’s how YouTube, and TikTok, and Instagram all work. But LinkedIn is kind of like that, but you also have the added benefit of you could discover people just from people in your network interacting with other people. That was the 1st thing.

    The 2nd thing was, I had gone to a conference and somebody had mentioned that doing video on LinkedIn was like a big thing. I tried to do video on LinkedIn. I didn’t like it very much because still in my mind, LinkedIn wasn’t a video platform. I didn’t ever stick with that. But I did notice that people were writing on LinkedIn and doing well. And I’m a writer. I do this. I work in medical communications. I was like, “Okay, let me just pull my strength and do that.”

    I’m still a little self-conscious of doing video on LinkedIn even though I do video on YouTube.

    Jennifer: That’s so funny.

    Gertrude: I don’t know why. I don’t know why there’s a disconnect.

    Jennifer: Yeah, that’s so interesting. It’s like, you could even use the same video on LinkedIn. But it still feels like separate platforms. That’s okay! That’s really interesting to hear.

    Gertrude: Yeah, yeah, yeah. Absolutely. I would say that those two things.

    When I noticed that people were also getting attention on LinkedIn with their writing, I said, “Okay, let me try this.” And I tried. And it’s worked. And I’m really grateful.

    Another thing about LinkedIn that I want to fill in there before your next question, Jennifer. There is a stat out there that only about 1-2% of people on LinkedIn actually create any content on a weekly basis. Not even on a daily basis.

    When you intentionally create content 5 times a week, 3 times a week, you are actually part of a percentage of 1% that is producing regular content. That can really put your personal brand, if you’re trying to build that for your career, on steroids. Really. I mean I don’t know everything. But it really can skyrockets who you reach.

    Jennifer: Yeah, people even just like a couple of years ago were often surprised when they asked me, “What’s your biggest platform?”

    And I was like, “Oh, it’s LinkedIn.

    They’d be like, “Wait, what? Do you post on LinkedIn?”

    And I didn’t. I actually wasn’t really posting all that much. But I was connecting with a lot of people and having conversations over messages.

    So there are different ways to interact with the platform, but a lot of people just aren’t even sure if LinkedIn is for academics. For people who are leaving grad school and looking for their next job, yeah, they’re like, “Okay, I need it for a job.” But it’s not the same as needing it for networking, personal growth, for personal connections, which all can also be found on LinkedIn. 

    One of the things that I really love about LinkedIn is that your LinkedIn post lasts for a long time. If you send a tweet, if you share an Instagram post, it’s gonna last for a day. Maybe even less, especially on Twitter. But with LinkedIn, people can log in a week, two weeks later, and if they don’t have a lot of connections, your post is still probably going to show up at the top of their feed. So you can reach people, not only more people, but reach those people for a longer period of time than your other social media posts.

    I really love Gertrude’s suggestion of posting regularly. Even if it’s just once a week you’re doing more than what 99% LinkedIn users? That would be amazing and really life-changing for people.

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    80% of Dr. Gertrude Nonterah’s content comes from questions people ask her

    A young black woman holds her hand to her face pondering. Behind her on a wall are illustrations of many question marks surrounding her head. The woman is pondering a question.

    Jennifer: You said you liked writing on LinkedIn. You didn’t really like playing around with the video content on there. But you have YouTube.

    How do you decide what kind of content to create? And how do you make that decision? Are there things that you’re just like I really don’t like that and I’ve put it aside?

    Gertrude: Yeah. I think most of my content has come from questions people ask me. I’m very, very conscious of that. Of course you can create content that’s popular and stuff. But I truly do try to focus about 80% of my content on questions people ask me.

    Jennifer: 80%? That’s a lot.

    Gertrude: I would say that.

    Jennifer: I love how audience driven that is. When someone has a question, you’re like, “What kind of content can I create from this?” That’s amazing.

    Gertrude: Yes. Anytime anybody asks me a question on YouTube, on LinkedIn, even on TikTok, I take that question and I create content out of it. Just this morning on TikTok…The Bold PhD is on TikTok, we just hit 1,000 followers.

    Jennifer: Yay! Jennifer claps.

    Gertrude: On TikTok, I just answered some of these questions because they were asking me about how did I get into medical communications. On TikTok, you can just click on the question and you can answer it with another TikTok. Essentially, that became a post I put on TikTok. And also on my Instagram Reels. Two things with just one piece of content. But most of the time I’m just really looking at that.

    I always love the questions. When somebody sends me a DM and asks me a question, I usually will tell them, “You know what, I’ll answer your question. I’m going to answer it as a post because if you have this question at least 100 other people have the same question. So I’m going to create a piece of content out of it. And you will benefit from it and other people are also going to benefit from it.” I’ve done that both with LinkedIn and YouTube and it has served me very, very well.

    Gertrude: There is something to be said for audience driven content where, yes, you can definitely do your own. You can, for those of you if you’re like me and you’re writing out like pretty old school, well not old school. But you would do SEO research for content ideas from other content creators that are working. Or, you could even do that on any platform really. If content is working for somebody, then you try to copy it in some way or mimic it. And I think that the reason why sometimes my content does well, not all the time, but it generally it does well is that I’m taking specific questions people ask. I’m posing the question. And I’m giving an answer.

    Sometimes I don’t know the answer to the question, and I may invite others to say, you know, this is how I feel about it. But how do others feel about it? And that then generates a lot of conversation on a post. And then it becomes another you know somebody who will leave a comment and that triggers another idea.

    It’s really like a machine of, “I’m gonna look, I’m gonna read.” I read every comment. I read every question. I mean, sometimes I don’t react. Or, I may not respond to it. But I read everything. And usually those are my inspiration for creating content.

    Jennifer: Wow. That is honestly inspiring for me. I feel like I get asked a lot of questions. And, I do occasionally create content around it. But the content that I’m creating, I feel like sometimes it takes too long to actually stop the other things that I had planned and focus on that. I love that you’re just gonna get on TikTok, you’re going to get on Instagram Reels, and you’re gonna answer those questions.

    And you collect questions to answer again later. I’m gonna start doing some of that because I think it’s such a wonderful idea.

    Especially for academics, professors and grad students who are leaving academia. They want to still be able to have conversations about the things that they care about, the research that they care about. And also, what they’re doing next. I think that that is an amazing way for them to generate those ideas. Having people ask them questions and like actually answering them.

    Gertrude: Yeah! If you want to take that even further, especially for people that maybe you offer a service and so you create contents around this one niche subject. Well, you could go find your colleagues within that same space and look at the questions people are asking them also. Because likely people in your audience have those questions. It’s not something I’ve actively done, but that’s also another idea I always give to people if you don’t have the audience yet to start commenting or asking you questions.

    Like I said earlier on how I started, it was that I wanted to talk about some of the things that I had gone through because I was jobless. So I started from my personal experiences and then that led to people beginning to follow me. Then as they began to follow me, they began to ask questions. I began to answer their questions. And a lot of the time when I’m answering the questions I’m still pulling a lot from my personal experiences and from things I’ve read. And for experiences I’ve had or something somebody told me. You do end up still serving them based on whatever your niche is. But I always find that the better content creators in any industry are always very queued into what their audience, or the people listening to them, are asking them. Then they give them back content that meets that need.

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    Being on video adds a personal touch to your content

    An open laptop on a desk with a green arm lamp out of frame. On the open laptop is the YouTube channel of Dr. Gertrude Nonterah, The Bold PhD.

    Jennifer: I love that. You do a lot of different forms of content. But you definitely talked about how video felt comfortable for you on YouTube, and not on LinkedIn.

    Why do you like creating YouTube content? What is it about YouTube, I mean you have The Bold PhD channel, I think you also have a personal channel if I’m correct. So what is it about YouTube and video that you enjoy?

    Gertrude: Yeah, I literally wrote to my channel this morning: “I do too much.” I need to like curb that, right?

    Jennifer: Yeah.

    Gertrude: I was applying for a job and somebody said, “Wow, you’re doing a lot of things at once. Are you sure you want a job?” 

    Jennifer laughs.

    Gertrude: That was hilarious.

    The reason I like video content is because of the personal touch it adds to responding to people’s questions. When you write, we get to read what you’ve written but we don’t get your facial expressions. We don’t get to know you.

    I feel both video and podcasting are a great way for people to get to know you. They hear your voice. They see your face.

    Gertrude: I met somebody once who had started watching me, watching my videos. And we met at a coffee shop here in San Diego. And they’re like, “You’re just like you are on video.”

    And I’m like, “I’m not any different.”

    Jennifer laughs and nods.

    Gertrude: For me, authenticity is important. Connecting is important. 

    Another thing that’s important with YouTube, is that YouTube is a search engine. If you do very well with number one, responding to what your audience wants, and number two making sure that it’s optimized for the search engine.

    That content could live for a long time. There are videos I created 5, 6 years ago that I get comments on. And I’m like, “I don’t know what I said in that video.” This is like on my personal channel. I don’t even know what I said in that video. I don’t even care about that subject anymore.

    Jennifer and Gertrude laugh.

    Gertrude: But somebody just left me a comment on it. 

    Jennifer: Because they’re finding it for the first time. Because they’ve searched for it in Google and your video shows up.

    Gertrude: And the video showed up, exactly. It’s taking advantage of that.

    Because of that, I’ve had people that have

    1. They followed me for years
    2. They bought my products
    3. They’ve invited me to speak because they see me and they hear me and they’re like I would love to interact with this person.

    For me, it’s that authenticity connection and also taking advantage of an already built and very robust search engine.

    Jennifer: I love it. People don’t always realize that social media platforms are search engines. Twitter is a search engine. YouTube is a search engine. LinkedIn is my favorite search engine, to be honest. Especially for academics who are looking for other people in your field.

    You can literally search the keyword for whatever your research topic is, and find other people around the world who are doing similar work. If it’s on their profile, you can find them. And that’s something so many people don’t realize.

    Jennifer: When I say get on LinkedIn, I really mean it because you can find real people like you.

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    The Bold PhD Bootcamp course

    A mobile phone standing on a desk. On the phone's screen is info about Dr. Gertrude Nonterah's course, The Branded Scholar Bootcamp. In the background of the photo, a young black woman is sitting at the desk. On the desk is a small white vase with a leafy plant in it. There are long green curtains covering a window behind the desk.

    Jennifer: I want to hear a little bit about your LinkedIn course, because you do have a product to help people be on LinkedIn.

    This is something that’s so important especially as Twitter for many people feels really uncertain right now. They’re not sure if they want to stay for political reasons. They’re not sure if they want to stay for security reasons. And they’re trying to figure out where to go next.

    I know LinkedIn is an excellent answer for them, but some people need help. So please tell me about your LinkedIn course.

    Gertrude: Absolutely. When I started seeing success with LinkedIn, and this year I spoke at 16 events. And those 16 events, each and every one of them have come from people saying, “Oh, I connected with you on LinkedIn.” I think about 90% was like, “I connected with you on LinkedIn.” “Oh. I watched your YouTube video.” Usually it’s like one or the other. And I was like, wow, that’s powerful.

    And not just that, but I’ve had opportunities to coach other people. I don’t do a lot of that, but I’ve had opportunity. People reach out to say, “Hey, can you coach me?”

    People have reached out to me with jobs. Let me tell you why that’s significant. Earlier on, I mentioned how I struggled for a year and a half. And I still get emotional about it because like that time was a really difficult time in my life. And finances were not so great. I have a child who needed health insurance, and I didn’t have health insurance. So it really is an emotional topic for me.

    I remember somebody reaching out to me and saying, “I want to give you a job.” To go from struggling to find a job for a year and a half to somebody reaching out to me: not to interview me. I was confused. I’m like, “Oh, you want to interview me?”

    “No, no, we want to give you a job.”

    Gertrude: Then I had a friend of mine who I connected with on LinkedIn later on, I would find out that we went to the same PhD program but he had graduated a few years ahead of me. A recruiter reached out to me about a job that was not even being advertised yet, and they said, “You know, this person raved about you.” And so through my connections, I got this opportunity to interview for a great job at a great academic institution. No way would these people look at me if somebody hadn’t talked about me and raved about me. I ended up turning down that job, but I was really sorry to turn down that job because I had just been offered another one.

    But those two things: like having somebody go ahead of me and recommend me for such an amazing role at a great institution. Having somebody want to offer me a job. That sold me on the platform. That sold me.

    You know, the speaking, everything else was great. But building my personal brand has been a life change that took me from struggling to find health insurance for my child who severely needed it, to people offering me jobs.

    Because of that, I built this course on how people can build a personal brand and leverage their personal brand to open up opportunities for them, The Branded Scholar Bootcamp.

    A lot of us don’t use LinkedIn unless we’re looking for a job. I noticed that when a lot of the layoffs started happening, people would post, “I’ve been laid off.” I would go and try to support that comment and all that, but before that happens to you, you could be building a personal brand so that when something like that happens to you, you could immediately have people who are clamoring to say, “I want you.”

    Because of that I built the course called The Branded Scholar Bootcamp, teaching you step-by-step how to set up and build a personal brand on LinkedIn. And how to create content in a systematic way. How to be consistent. How to build your speaker page if you want to speak and have people invite you to speak for them. I laid out step-by-step how I’ve used LinkedIn and how others can use LinkedIn to build a personal brand that attracts opportunities to them.

    Jennifer: Oh, I love that so much. And for some of you listening right now, you’re like, “Jennifer, don’t you have a LinkedIn course?” Let me tell you it is nothing like this one. My LinkedIn course is really for professors who just want a LinkedIn profile. They want to know how to put their academic life on their LinkedIn profile. And they really aren’t looking to post. They’re not necessarily looking to network on LinkedIn. So that’s what my course helps with. And you can see it’s wildly different from this one.

    The Branded Scholar Bootcamp is all about making connections and making real relationships that can help you, not just with your job search but with other areas of your life. I mean this sounds like it’s really world opening and that’s why I wanted you to know about it.

    Gertrude: Thank you so much, Jennifer. I really appreciate that. People can check that out. 

    Jennifer: Yeah! Be sure to check it out.

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    You never know where your next opportunity is going to come from

    Jennifer: It has been so amazing to talk with you about LinkedIn, to talk with you about YouTube, and all of the amazing things you’re doing to help people. I mean you’re changing the world. And I love it.

    Do you have anything else you’d like to add before we wrap up? This has been such a fun conversation for me.

    Gertrude: Absolutely. It’s been such a great conversation. I just wanted to say that if you’re not building a personal brand, it all started on LinkedIn for me. And I know that people may have their feelings about LinkedIn. And definitely you can use LinkedIn.

    But even if you don’t use LinkedIn, there are other platforms out there where you can build a personal brand.

    I’m very, very pro building a personal brand for your academic career because nothing is certain in the world that we live in today. You never know where your next opportunity is going to come from.

    Building a personal brand is literally currency you can cash out at some point in your career. 

    Gertrude: Don’t hesitate to build a personal brand even if all you do is post once a week on Instagram, or post once a week on LinkedIn about your academic career, or about you know maybe you’re transitioning out of academia and you want to talk about that, or you know you’re talking about your research, or teaching in the classroom.

    Whatever it is, build a personal brand before you need it. Because trust me, at some point you may need it.

    Even if you never need it, the opportunities it opens up for you are just unmatched. And I highly recommend that you do build your personal brand. Thank you, Jennifer, for giving me the opportunity to talk about that.

    Jennifer: This has been so inspiring. I really think that people are gonna go make their LinkedIn profile after talking to you because this has been eye-opening. I hope that lots of people find your interview helpful. Thanks so much for coming on The Social Academic!

    Gertrude: Thank you so much, Jennifer. Thank you.

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    Bio for Gertrude Nonterah, PhD

    Dr. Gertrude Nonterah smiling with glasses and a white polka dot blouse. Text reads: "Gertrude Nonterah, PhD of The Bold PhD" There is an icon of a microphone with headphones.

    Dr. Gertrude Nonterah is a medical communications professional. She graduated from Lewis Katz Temple University School of Medicine with a Ph.D. in Microbiology and Immunology in 2015.

    She is the host of The Bold PhD YouTube channel which helps graduate students and PhDs prepare for and navigate the career market outside academia.

    Connect with Gee on LinkedIn.

    Visit The Bold PhD website.

    Join The Branded Scholar Bootcamp.

    Interviews LinkedIn Social Media How To’s The Social Academic

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  • Author Linda Moore on Attribution, a Novel about a PhD Student

    Author Linda Moore on Attribution, a Novel about a PhD Student

    When PhD student, Cate Adamson finds an unknown painting in her university’s basement, she journeys to Spain to uncover the mystery. An impoverished duke, misogynist advisor, and intrigue in the archives. Attribution is the perfect gift for the academic in your life!

    Linda Moore, author of Attribution, joins me in this featured interview. We talk about her book and how to get comfortable talking about your book too.

    I’ve you’ve ever felt anxious about talking about your book, this is a great interview for you!

    Start with this short video, that goes behind-the-scenes on women’s experiences in the academy. This video is fire, please share it with your friends.

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    Listen to How to Talk About Your Book with Author of Attribution Linda Moore:

    Watch the full video interview, recorded live, on YouTube.

    Jennifer: Hello everyone, my name is Jennifer van Alstyne. And welcome to The Social Academic on YouTube. I’m here today with author Linda Moore we’re talking about her amazing book, Attribution, which is about a PhD student named Cate.

    Linda, would you mind introducing yourself?

    Linda: Hi, everyone. I’m Linda Moore. I spent more than a few years collecting degrees from various universities and I’m so excited to talk to people in the academic community.

    Jennifer: Today we’re talking about your book, Attribution, which is on the 2022 Gift Guide for Academics. And I’ve put it on the Gift Guide because it is such a fun story. I think that you’re really going to relate to the protagonist Cate who is a PhD student in art history. Can you tell us a little bit about Cate?

    Linda: Cate Adamson is a complex character, young, 23. She’s suffering from the challenges of the drowning death of her younger brother, only sibling, and her blue-collar parents who are back in Michigan. She had to drop out of her program at University of Michigan to do a lot of help around her family’s home. And then finally decided the only way that she could really help them was to move forward and prove to them that a daughter could have a future as well.

    She goes off to New York and there she meets her nemesis faculty advisor who won’t approve any of her dissertation topics. And she is assigned to do the ugly job of inventorying the art in the basement of the university. She has found a hidden painting in an old chest that isn’t on the inventory list and decides that it could be a Golden Age masterpiece from about 400 years ago in the era of Philip IV in Spain.

    During the holidays, she takes the canvas to Spain and looks for experts. And I’ll leave it there because I don’t want to give off any spoilers about where the book goes.

    Jennifer: Cate’s journey is so much fun and her struggles as a graduate student I think are so relatable for the people that are on my blog who are going to read Attribution.

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    Women in Art

    Watch the video interview on YouTube.

    Jennifer: When it comes to Cate’s journey and her struggle as a grad student, she’s up against an advisor who isn’t appreciating the research that she is bringing to the table. And she wants to study women.

    What is it about women artists that makes Cate’s journey so difficult?

    Linda: Well, it’s interesting and shocking actually how little women have been highlighted in the history of art.

    The famous Janson History of Art book that we were all assigned in history of Art 101 or even in High School AP History of Art it is still the go-to book. The initial edition had no women artist, none.

    I mean we’re talking from cave art days of the Neanderthals to Contemporary Art. It didn’t have Georgia O’Keefe. It didn’t have Mary Cassatt. It didn’t have Frida Kahlo. It took until the 70s when the Women’s Movement was really coming more alive for Janson’s son, who did a rewrite of one of the editions, to begin adding women.

    I thought, ‘Okay well that was 50 years ago.’ However, if you look at the collections…

    The piece on the cover which is a nude by Velázquez held in The National Gallery of London. And I read that The National Gallery of London only had 15% of its collection was women artists.

    Read about the response to The National Gallery’s recent announcement celebrating the ‘towering achievements’ of male artists in their 2023 summer exhibition (The Conversation).

    Jennifer: Wow.

    Linda: And I’m shocked. And I thought, oh well, the Brits. You know, but honestly, The Met in New York has…are you ready? 7% of its collection are women artists.

    Jennifer gasps: That’s even worse!

    Read this open-access article on Diversity of artists in major U.S. museums.

    Linda: Yes. And that’s with a lot of distinguished women being on the board and being in the curatorial staff. So I think there is now a resurgence of a movement to correct these things. And with that is coming a lot of women who are extraordinary like Artemisia Gentileschi who was the artist that we know a lot about because she was raped by her painting tutor in the 1500s in Italy. And that is all that trial was documented in the courts. So we have a lot of information. Many paintings of hers are now being reattributed to her because of the fact that you know people didn’t believe such good works could have been done by a woman so they would attribute them to some contemporary man. She has had numerous exhibitions there’s a lot of exciting work going on to try to rewrite the history of women in art.

    Jennifer: I love that it sounds like it really inspired some of the circumstances in your book.

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    Linda’s love of art

    The Prado museum in Madrid

    Jennifer: One thing that I really love is that I can tell your passion for art. Tell me a little bit about your background in art.

    Linda: Well I am a political science major as an undergraduate with a minor in Spanish and anthropology. I really became excited about art when I went to Madrid with the education abroad program of the University of California. A wonderful program that has grown so much since I was in it and I continue to be a big supporter of that program.

    I discovered art. My grandmother was a painter, but the kind of art I was able to see in Europe. To be able to study Spanish art in the Prado, Italian art in the Prado, and see the real paintings, not slides in the darkened lecture hall. I was just blown away, very excited.

    I never stopped loving art. I spent some time in other careers, became a hospital administrator, did different things. And then decided that I really wanted to open an art gallery. I focused my art gallery on the art of the southern cone of South America, not something we see very much in California, or even in the United States.

    I was inspired by that because I’d gotten my master’s degree from Stanford and Latin American studies with a specialization in politics. But I realized I could teach a lot more about Latin America and what was going on through the artist’s eyes from that part of the world. I can remember even the days where I had to bring a map of South America to the gallery and share with the staff where was Uruguay, even Argentina. I mean our knowledge of the geography of South America is quite bad.

    Jennifer: I understand. I’m from Peru and people ask me where that is all the time.

    Linda: Oh yeah, and politics of Peru right now…we could have a whole conversation about that.

    Jennifer: Yes, absolutely.

    Linda: But in any case I really enjoyed the way that art, and being involved with the artists, and understanding their world, their history, their current challenges…that art embodies all of it. And I enjoy that so much. I was always learning. Still, always learning all the time in so many areas.

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    Getting comfortable talking about your book

    A stack of books on a table. The top book on the stack is open. Behind the stack of books are library shelves.

    Jennifer: Well, the first time we met was at an art show. You told me pretty immediately about Attribution. It was maybe the first time that an author had been so open and so generous with the creation that they had made. I loved it and I was so excited to read it.

    I heard about Cate’s journey and I was like I’m gonna read that book. And Attribution really did touch me. You’re so comfortable talking about your book that when I saw you again at Warwick’s for your reading I was like ‘Oh my gosh, not only is she comfortable talking about her book in person, she’s letting people know that she’s sharing it on Instagram in Reels, on social media.’ That is difficult for so many people. It’s scary and anxiety provoking.

    What’s it like to talk about your book?

    Linda: Having been an art gallery owner, it was quite easy for me to talk about other people’s art. I’m for the first time talking about my own art, right? So there it is [Linda holds up the book]. I have it, you know, all over the place here. That’s marketing 101. Let people remember the name of the book, Attribution.

    I finally had a talk with myself and I said, “Okay, if you were making the most fabulous chocolate chip cookies in the world. And people raved about them and told you how good they were, you would have no trouble at all saying, ‘Jen have some of my chocolate chip cookies they’re really really good.’ And that feels quite natural to say right?”

    I convinced myself I worked really hard on this book for a long time, and I worked to make sure that backs were correct, that every single word was spelled right. I’m sure there are still a few errors but we sure made an effort. And the cover, everything about it. I felt it was a competent quality book, just like my chocolate chip cookies.

    And I would say, “Please try my book, I think I’m offering you something you’ll enjoy, something I’m proud of.” And I always end with saying, “Let me know what you think, because I am interested to hear from readers.” And hopefully the next book will be even better.

    But I can’t say that there aren’t moments when I think the other person must be thinking, “Oh my god, there she goes about that book again.”

    [Jennifer laughs.]

    Linda: So I try to at least moderate a bit who my audience is and hold back so I don’t end up losing all my invitations.

    [Jennifer laughs:] Oh, thank you for saying that too. Because you know, I think people are anxious about having that reaction. And you’re someone who’s doing this quite often. You are talking about your book. You are being open about it. And people aren’t snubbing you. People aren’t like, “Oh my gosh, there’s Linda, let me run the other way.” No.

    They’re talking about your book. They’re at your readings. They’re helping share it with their friends. And I think that that is something that the power of connection can really create.

    I just want to share some comments with you from the live chat: “Have some of my chocolate chip cookies, yes, I love it.”

    Attribution is on the 2022 Gift Guide for Academics. We do recommend that you buy it for yourself, buy another copy for a friend. Honestly, I loved reading this book. So I highly recommend it.

    Linda: Well it is easy to talk about something that you personally enjoyed.

    Inviting conversation about your book

    Two baby chickens look at each other. One says, "I like your book" in a speech bubble.

    Linda: I love really to hear other people talk about [the book], which you can only make that happen by first talking about it yourself.

    I went to quite a few little presentations about marketing books. And you know this whole world was all new learning for me. I learned that in spite of all the social media, and all the things, which I know Jen you’re very dedicated to it. And I too am. Is that still, word of mouth is that big source of how people find their way to a book.

    But how do you get word of mouth going? I mean you can only know the hundred people on my Christmas card list, right? That’s easy to get to. All that you know my relatives, and their neighbors. And you know but ultimately your circle kind of starts to slow down because we can only all know so many people personally. To begin to reach beyond that does mean to keep the conversation going.

    I do think of it like a conversation instead of a sales pitch, because you know for some people my book is not right. It’s not their thing. And I’ve spent more than a few sessions in Barnes and Nobles and other bookstores, and the first question I ask people is, “Do you read novels?”

    And if they say, “No, actually I read biographies of sports figures,” I go okay. And then I might convert to a conversation of who their favorite team of this or that is, because I don’t think they’re probably going to be a reader for my book. But sometimes, and I used to say this in the gallery, “If you can’t make a sale, make a friend.” So, I try to make a friend. Then I might find out that his sister would really enjoy the book, but maybe he wouldn’t.

    Jennifer: Exactly.

    Linda: Word of mouth is ultimately there, but it all begins with putting yourself out there in a variety of ways, including social media. And physically showing up, and being willing to to raise your flag and say, “Hey, I’m an author.”

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    Talking about your book on social media

    A screenshot of Linda Moore's Instagram Profile with some of her Reels

    Jennifer: Tell me a little bit more about social media. I know that you’re on Instagram and Facebook. Tell me about why you decided to join social media.

    Linda: I was already on social media, mostly Facebook, a little bit Instagram. I had a Twitter account which now…

    No one look for me on Twitter because, “I’m sorry Elon, I am not a friend or a fan in any way.”

    I don’t want to be part of something that, I don’t know if I even have a word for it but it certainly isn’t a dialogue with people. And it’s not it’s not my world.

    I will say Facebook we love to love it and hate it all at the same time. I know a lot of people have left, but I initially got on there and was traveling a lot before COVID over the last 10 years.

    Facebook is such a great way to share with people: here’s where I am, here’s you know what I’m looking at this morning in some beautiful place. And a reminder of all these people’s birthdays and things I would never in a million years remember that. Just to reach out to friends. It takes so little effort to do it, that I really do appreciate it.

    I have found great joy and looking at my friend’s grandkids photos and where they’re traveling. And learning about what they’re reading, sometimes I find my way to really interesting stories. 

    Since I’ve been writing stories on my Linda Moore Author page, and Facebook, and Instagram, about these women artists who’ve been forgotten. I post pictures of paintings that are in the book. And also photos of places in the book. But it leads to a lot of interesting conversations. Especially during COVID, when we were also isolated. It was really nice to connect with people in a safe way. And that continues.

    I have met just such amazing people. It blows me away when I get a note from New Zealand or somewhere that someone’s read the book. Now how could that happen any other way?

    Instagram, the Reels, was not my world. But I will tell you, my daughter-in-law, who had 25,000 followers for, are you ready? For the dog. His name is Ravioli, if you want to be his friend. My daughter-in-law encouraged me to do Reels. And I have had some fun with it. I mean the ones of me doing exercise, which you know gets a lot of attention mostly because I’m so not fit it seems to be a hit.

    Linda: It gets attention because they’re so sweet. I went home immediately after your reading when you mentioned your Reel to Eye of the Tiger. I watched it and I was like this should be viral! Everyone should see this Reel, it’s amazing. I loved it.

    Linda: Oh good, put it out there, Jen. But it does allow you to share a different dimension of yourself. And it could be you hitting a golf ball and missing five times, I don’t know. But it’s just a way to show that you have many layers.

    People suffer from stereotypes of lawyers, and doctors, and professors. And I think that an opportunity to show you with that pet that you love, or with the house you’re trying to renovate, or you know whatever else is going on in your life. Because it makes you relatable as a person, as a human being. Even if you’re teaching students, to share that dimension of yourself I think is a really wonderful way to connect with the world.

    Jennifer: Thank you for sharing that. Just from the live comments, Dr. Jennifer Polk says, “I appreciate Linda sharing about having fun taking risks on social media. I’ve not done that so much. Reels scare me.” I think that’s true for so many people.

    What was it like asking for some help with Instagram? Your daughter-in-law is helping you with those Reels. Most people are anxious to ask for help or guidance in any way. What was that experience like for you?

    Linda: Well, I would say in general about everything in your life, nobody knows everything. So asking for help is a very human quality whether it’s you know making those chocolate chip cookies, or ending up trying to figure out how the heck do I do a Reel? And my daughter-in-law will tell you that I am not a good student of Instagram.

    I’m still trying to figure it out. I had not wanted to ask her because I knew she was really good at it. And just like you were saying, I was reluctant because it seems like an imposition. But she came to me. We struck a deal where she wanted some of my airline miles that had piled up when I went nowhere during COVID, to go to a friend’s wedding. I traded her miles for making me Reels.

    Jennifer: I love it.

    Linda: Then she decided she wanted to go with me on some of these book tours to Seattle, and other places. It was really fun to have her along, and be partners in this. She was doing some of the filming so I learned more of her artistic approach to production of these things.

    Now I do a few little videos of my own and I’ll send them to her. You can take a look at those. I don’t think they’re Academy Award-quality, frankly. She does a great job especially. The ones I do are not nearly as good…She’s taught me a lot.

    But you know what? There’s a lot out there where you can learn. You can just Google it. You don’t have to necessarily put yourself in front of people. But for people who are close to young people, to make a friend and maybe offer something in order to get some help. I think that young people are very happy to help.

    The guy who cuts my hair taught me how to do the first Reel I ever did.

    Jennifer: Really?

    Linda: Yeah, it’s on there. You can see him, he’s trying to do my hair and he says behind me, I’m filming right? And he says behind me, “Oh, we’re gonna need a miracle here.”

    And I go, “Oh no!” It’s so simple really. All I had to do was hold the camera.

    I think that it’s also great to connect with young people. I envy faculty and others who have the opportunity to be around young people as they get older. And to understand their world and make yourself vulnerable to be the one that’s the student and they’re the teacher and change roles. I think that’s healthy. If that’s a motivator of why you might want to do this to understand their world better. I think that’s maybe an easy call.

    Jennifer: Attribution is such a fun read. I encourage you to pick up a copy of Attribution by author Linda Moore. It’s on the 2022 Gift Guide for Academics because it’s about a PhD student named Cate who really has a journey to find herself, to find her power, to find what she wants for the world. I just loved this book and I know that you are going to love it too.

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    Podcast and radio interviews made Linda anxious

    Interview

    Jennifer: Linda, tell me have you had any struggles or anxieties yourself about marketing the book? I mean it sounds like Instagram was something that was new to you but it sounds like you really approached it with some fun. Was there something that you did struggle with though?

    Linda: Well I think like this kind of thing, Jennifer, doing podcasts and radio interviews are even more difficult. Because I’m a visual person. An interview is kind of almost more anxiety.

    Jennifer: Oh, that’s interesting.

    Linda: Now I’ve sort of been through the trial by fire learning method. I have learned a few things. Number one, don’t be boring. That goes for Instagram and Facebook and all of that.

    Try to find something interesting. If you’re not educating, then entertain, or both. Both is best,  where people can learn something but it’s also extremely entertaining and enjoyable. Because no one goes there because they have to. I think that most important to just be yourself. Like you’re sitting with a conversation and try to just like we’re having coffee, Jen. And not worry.

    I was on a panel recently at a bookstore Book Passage in the Bay Area. The moderator had sent us some questions ahead, like we might have questions like this. But I’ve done enough of these to know that nothing ever goes like the plan, right? So you have to be flexible.

    There was another panelist, this is a super Highly Educated person, and she had written out all the answers to her questions. She was ready to read them like it was a lecture or presentation. I explained to her that I thought it would not necessarily go that way. She couldn’t depend on her answers. I could see that was a real change in her thinking. Because in the moment, she would be frustrated that she wasn’t getting through the assignment, right? But there is no assignment. It’s a conversation that needs to be very flexible if it’s going to be real and authentic.

    Jennifer: So being adaptable. And it sounds like you can prepare, but you can’t prepare for everything. And being able to have that conversation and be interested in the spontaneity that the conversation might go in is really important. 

    Linda: Absolutely.

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    Attribution by Linda Moore

    A graphic for Attribution by Linda Moore on the 2022 Gift Guide for Academics because it includes a PhD student protagonist, a misogynist advisor, a Baroque masterpiece, an impoverished duke, and a historical puzzle.

    Jennifer: Well thank you Linda, so much for coming on and telling us more about what your approach to book marketing is. And how you really are connecting with people, individual people, to help share your book. I think that it makes such a difference.

    I could see the passion of the people who were in your audience at Warwick’s book shop here in Southern California. They were really interested not only in what you were saying, but why you were saying it. I think that your story and Cate’s story in Attribution, which is again on the 2022 Gift Guide for Academics, pick up a copy…is so interesting. It’s something that people find memorable.

    Linda: Thank you, Jen. Also let me say to those reading, you can reach me on my website. And please, email me. I answer all the emails. If you have a particular question or something that we didn’t touch on that would interest you, I’m very happy to hear from you by email.

    Jennifer: Thank you so much for reading! Linda, thank you so much for joining me.

    Our last interview of the year goes live next week. Don’t miss it.

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    Bio for Linda Moore

    Linda Moore, author. A photo of Linda with her book, Attribution.

    Linda Moore is an author, traveler, and a recovering gallery owner. She studied art history at the Prado while a student at the University of Madrid and earned degrees from the University of California and Stanford. Her gallery featured contemporary artists and she has published award-winning exhibition catalogs. Her writing has appeared in art journals and anthologies. She has looked at art on all continents and visited over 100 countries She resides with her book-collecting husband in California. Her debut novel Attribution about an art historian who finds a hidden masterpiece, is available wherever books are sold.

    Check out the 2022 Gift Guide for Academics.

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  • Empower Learners for the Age of AI: a reflection – Sijen

    Empower Learners for the Age of AI: a reflection – Sijen

    During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it already is. But beyond the hype and enthusiasm there are enormous strategic policy decisions to be made, by governments, institutions, faculty and individual students. Some of the ‘end is nigh’ messages circulating on Social Media in the light of the recent release of ChatGPT are fanciful click-bait, some however, fire a warning shot across the bow of complacent educators.

    It is certainly true to say that if your teaching approach is to deliver content knowledge and assess the retention and regurgitation of that same content knowledge then, yes, AI is another nail in that particular coffin. If you are still delivering learning experiences the same way that you did in the 1990s, despite Google Search (b.1998) and Wikipedia (b.2001), I am amazed you are still functioning. What the emerging fascination about AI is delivering an accelerated pace to the self-reflective processes that all university leadership should be undertaking continuously.

    AI advocates argue that by leveraging the power of AI, educators can personalize learning for each student, provide real-time feedback and support, and automate administrative tasks. Critics argue that AI dehumanises the learning process, is incapable of modelling the very human behaviours we want our students to emulate, and that AI can be used to cheat. Like any technology, AI also has its disadvantages and limitations. I want to unpack these from three different perspectives, the individual student, faculty, and institutions.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


    Individual Learner

    For learners whose experience is often orientated around learning management systems, or virtual learning environments, existing learning analytics are being augmented with AI capabilities. Where in the past students might be offered branching scenarios that were preset by learning designers, the addition of AI functionality offers the prospect of algorithms that more deeply analyze a student’s performance and learning approaches, and provide customized content and feedback that is tailored to their individual needs. This is often touted as especially beneficial for students who may have learning disabilities or those who are struggling to keep up with the pace of a traditional classroom, but surely the benefit is universal when realised. We are not quite there yet. Identifying ‘actionable insights’ is possible, the recommended actions harder to define.

    The downside for the individual learner will come from poorly conceived and implemented AI opportunities within institutions. Being told to complete a task by a system, rather than by a tutor, will be received very differently depending on the epistemological framework that you, as a student, operate within. There is a danger that companies presenting solutions that may work for continuing professional development will fail to recognise that a 10 year old has a different relationship with knowledge. As an assistant to faculty, AI is potentially invaluable, as a replacement for tutor direction it will not work for the majority of younger learners within formal learning programmes.

    Digital equity becomes important too. There will undoubtedly be students today, from K-12 through to University, who will be submitting written work generated by ChatGPT. Currently free, for ‘research’ purposes (them researching us), ChatGPT is being raved about across social media platforms for anyone who needs to author content. But for every student that is digitally literate enough to have found their way to the OpenAI platform and can use the tool, there will be others who do not have access to a machine at home, or the bandwidth to make use of the internet, or even to have the internet at all. Merely accessing the tools can be a challenge.

    The third aspect of AI implementation for individuals is around personal digital identity. Everyone, regardless of their age or context, needs to recognise that ‘nothing in life is free’. Whenever you use a free web service you are inevitably being mined for data, which in turn allows the provider of that service to sell your presence on their platform to advertisers. Teaching young people about the two fundamental economic models that operate online, subscription services and surveillance capitalism, MUST be part of ever curriculum. I would argue this needs to be introduced in primary schools and built on in secondary. We know that AI data models require huge datasets to be meaningful, so our data is what fuels these AI processes.

    Faculty

    Undoubtedly faculty will gain through AI algorithms ability to provide real-time feedback and support, to continuously monitor a student’s progress and provide immediate feedback and suggestions for improvement. On a cohort basis this is proving invaluable already, allowing faculty to adjust the pace or focus of content and learning approaches. A skilled faculty member can also, within the time allowed to them, to differentiate their instruction helping students to stay engaged and motivated. Monitoring students’ progress through well structured learning analytics is already available through online platforms.

    What of the in-classroom teaching spaces. One of the sessions at ELAI showcased AI operating in a classroom, interpreting students body language, interactions and even eye tracking. Teachers will tell you that class sizes are a prime determinant of student success. Smaller classes mean that teachers can ‘read the room’ and adjust their approaches accordingly. AI could allow class sizes beyond any claim to be manageable by individual faculty.

    One could imagine a school built with extensive surveillance capability, with every classroom with total audio and visual detection, with physical behaviour algorithms, eye tracking and audio analysis. In that future, the advocates would suggest that the role of the faculty becomes more of a stage manager rather than a subject authority. Critics would argue a classroom without a meaningful human presence is a factory.

    Institutions

    The attraction for institutions of AI is the promise to automate administrative tasks, such as grading assignments and providing progress reports, currently provided by teaching faculty. This in theory frees up those educators to focus on other important tasks, such as providing personalized instruction and support.

    However, one concern touched on at ELAI was the danger of AI reinforcing existing biases and inequalities in education. An AI algorithm is only as good as the data it has been trained on. If that data is biased, its decisions will also be biased. This could lead to unfair treatment of certain students, and could further exacerbate existing disparities in education. AI will work well with homogenous cohorts where the perpetuation of accepted knowledge and approaches is what is expected, less well with diverse cohorts in the context of challenging assumptions.

    This is a problem. In a world in which we need students to be digitally literate and AI literate, to challenge assumptions but also recognise that some sources are verified and others are not, institutions that implement AI based on existing cohorts is likely to restrict the intellectual growth of those that follow.

    Institutions rightly express concerns about the cost of both implementing AI in education and the costs associated with monitoring its use. While the initial investment in AI technologies may be significant, the long-term cost savings and potential benefits may make it worthwhile. No one can be certain how the market will unfurl. It’s possible that many AI applications become incredibly cheap under some model of surveillance capitalism so as to be negligible, even free. However, many of the AI applications, such as ChatGPT, use enormous computing power, little is cacheable and retained for reuse, and these are likely to become costly.

    Institutions wanting to explore the use of AI are likely to find they are being presented with additional, or ‘upgraded’ modules to their existing Enterprise Management Systems or Learning Platforms.

    Conclusion

    It is true that AI has the potential to revolutionize the field of education by providing personalized instruction and support, real-time feedback, and automated administrative tasks. However, institutions need to be wary of the potential for bias, aware of privacy issues and very attentive to the nature of the learning experiences they enable.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


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  • Winners of the 2022 Best Personal Academic Websites Contest

    Winners of the 2022 Best Personal Academic Websites Contest

    We’re excited to recognize the hard work these people have put into their personal academic websites. They are examples to learn from. Explore the winners of the 2022 Best Personal Academic Websites Contest, and discover what prompted each of them to take the leap.

    Update: It’s official. We’ll be back for another contest in early 2025! Jennifer, Brittany, and Ian look forward to your entry next year. View the 2023 award winning websites.

    The Best Personal Academic Websites Contest is brought to you by Jennifer van Alstyne, Brittany Trinh, and Ian Li.

    About the contest

    Best Personal Academic Websites Contest 2022 Graphic with 5 people looking excited to have entered to win. Not awardees.

    The Best Personal Academic Websites Contest was open from October 10 through November 2, 2022. Entries were free. The contest recognizes the best personal websites of

    • Faculty
    • Professors
    • Scientists
    • Postdocs
    • Grad students
    • Independent researchers

    Our goal was to award your hard work. And create a resource that can be shared to inspire academics like you to make their own website. These are great examples of personal websites, with notes from the judges.

    Jump to our free resources to help you make your own website.

    2022 Winners

    2022 Award Categories

    • Overall Best Personal Academic Website (tied, top 3)
    • Best Owlstown (tied, top 2)
    • Best Google Site
    • Best Storytelling
    • Best Portfolio
    • Best Blog
    • Best Academic Entrepreneur

    Overall Best Personal Academic Website Award

    The top 3 websites tied in score. We are celebrating overall top 3 websites from Meredith Schmehl, Dr. Emmanuel Balogun, and Dr. Raymond C. Rumpf. Congratulations!

    Your websites excelled in every judged category (Website Content, Website Design and Organization, About You, Portfolio, Contact Info). You are the best examples of personal academic websites.

    Meredith Schmehl

    A screenshot of Dr. Meredith Schmel's personal website

    Meredith Schmehl is the sole creator of her website. She says, “I made a website to showcase my work both in the lab and in my community. My website allows me to connect all of my professional interests in a single platform to share my accomplishments and values with a wide audience.”

    Notes from the Judges

    Brittany Trinh: Schmehl’s website is effective with the homepage along, as well as the entire website as a whole website. Not only does her portfolio list their work, she also provides a clear description of what it is, and other awards/recognition related to that work.

    Jennifer van Alstyne: Friendly, personable, and communicative. Meredith took time to share the details of her talks and writing in an accessible way. I love that you get a short abstract with the article. You can also learn about The Gastronauts Podcast and Meredith’s work with the National Science Policy Network on her website.

    Dr. Ian Li: Meredith’s website is a great example of a comprehensive academic website. She presents the breadth of her work from her research, science writing, and advocacy. In each project, she provides a clear summary and points to resources to get more details about them.

    Dr. Emmanuel Balogun

    A screenshot of Dr. Emmanuel Balogun's website on desktop and tablet screens.

    Dr. Emmanuel Balogun wants to acknowledge the help of Jennifer van Alstyne of The Academic Designer LLC who developed the strategic website plan. And, Ryann Russ of Iggy + Stella Creative Studio who designed the website.

    Dr. Balogun says, “I made a website to communicate my research and expertise to an audience beyond academia and to make it easier for my colleagues, students, and professional contacts to reach me. I also wanted to increase my online presence in a more approachable way.”

    Notes from the Judges

    Jennifer did not judge Dr. Balogun’s website for this contest.

    Brittany Trinh: My favorite part about Dr. Balogun’s website is the Teaching page, which includes descriptions of courses taught, along with sample syllabi and assignments. There are also pages to important links for students, such as letter of recommendation (LOR) worksheet, internship list, and scheduling office hours. The LOR worksheet breaks down what the student should provide for the professor, making it easier for the students to advocate for themselves and easier for Dr. Balogun to organize and write the LORs.

    Dr. Ian Li:  Dr. Balogun’s website is a great example of how an academic website can help share a wide array of information from one’s academic work and beyond. Dr. Balogun shares various artifacts from his research publications, classes, media appearances, and presentations. He also shares resources that students can use for internships and research opportunities.

    Dr. Raymond C. Rumpf

    A screenshot of Dr. Raymond Rumpf's personal academic website.

    Dr. Raymond C. Rumpf wants to acknowledge that “the primary person responsible for the conceptualization, creation, organization, graphic design, photography, and administration of my website is Kristin S. Rumpf of KSR Digital Designs. She came up with the web design, the logo, and did the custom coding to create the website I wanted. She has constructed websites for my two other businesses as well.”

    Dr. Rumpf says, “I decided to create a website to consolidate all the information about my work and research into one place that I had complete control over. I wanted to be able to highlight my research, provide links to my learning resources, and promote my books, online courses, and journal articles that were outside what would be allowed by my university.”

    Notes from the Judges

    Brittany Trinh: Dr. Rumpf’s website is both informative and visually compelling. It does a great job of fulfilling 3 goals – making academic resources freely accessible, providing information about his research lab, and promoting his online courses, EMPossible. I also love the logo design, which cleverly incorporates the letters EM, as in “electromagnetic,” into his personal brand as well.

    Jennifer van Alstyne: This felt like a well-thought out comprehensive archive. With great visuals and detailed research descriptions, Dr. Rumpf makes it easy to explore his website. A great use of a blog as a News section.

    Dr. Ian Li: Dr. Rumpf’s website is a treasure trove of information. It has information about his research, lab, and courses. The website is well-designed to easily navigate the huge amount of information on the site.

    Best Owlstown Website Award

    Owlstown is a website builder for academics created by Dr. Ian Li. Make and maintain your academic website in minutes. We are excited to award the Owlstown websites with the highest scores, Dr. Taotao Wu and Rashid Ahmed Rifat. Congratulations!

    Dr. Taotao Wu

    A screenshot of Wu, Taotao, PhD's website on Owlstown

    Dr. Taotao Wu wants to appreciate “Ian from Owlstown for creating such a convenient platform for the community.”

    Dr. Wu says, “I have always been thinking about building my academic website to communicate science, not just because I am on the job market but also because information should be free. As a trainee for years, I received a lot of help from online open source. I am trying to do small part here.”

    Notes from the Judges

    Ian did not judge Dr. Wu’s website for this contest.

    Brittany Trinh: I like how Dr. Wu leverages his About section to clearly state his intention (finding a tenure-track position). In addition, he provides his research vision, which may appeal to potential employers and future colleagues.

    Jennifer van Alstyne: Dr. Wu takes the extra step of adding abstracts to each of his publications. He makes his research on Traumatic Brain Injury (TBI) approachable with the headline: “Understanding the networked brain through its injury” on his Research page. I like how Dr. Wu creates pages for his presentations which you can contact him about.

    Rashid Ahmed Rifat

    Rashid Ahmed Rifat's website on desktop screen, tablet, and mobile.

    Notes from the Judges

    Ian did not judge Rashid’s website for this contest.

    Brittany Trinh: Rifat’s project pages are well utilized. Not only does he provides an abstract of the project, but also includes relevant documents, figures, and slides to show his technical communication abilities.

    Jennifer van Alstyne: Rashid’s bio is approachable. It shares his hopes for his research, and how he wants to make change in the future. With abstracts for his publications, Rashid’s website is an approachable resource. A great example of how you can create a portfolio of research projects on your website.

    Best Google Site Award

    We’re excited to present the Best Google Site award to Nikita Ghodke. Congratulations!

    Nikita Ghodke

    Nikita Ghodke's personal academic website on desktop, laptop, and tablet screens

    Nikita Ghodke made her website “on my own from scratch.” She says, “Making an academic website is important, especially as an International disabled student. My biggest motivation for creating one was for reaching out with resources to the underrepresented populations. I always wanted to create more representations in academia that can tailor a story of me as a person which isn’t just limited to my professional interests but also includes other parts of my life that play an important role in my career.”

    Notes from the Judges

    Brittany Trinh: Ghodke’s website shows that it’s not about the tools or platform you use, but the thought that you put in it. Her website is on Google Sites, which is a free platform.

    Jennifer van Alstyne: Nikita tells the story of her research with engaging visuals and photos. I especially like her Science Communication & Outreach page. Nikita shares her photography on her website; I encourage more academics to share their personal interests on their website.

    Dr. Ian Li: Nikita shares a lot of information about her journey through academia through blog posts, slide presentations, podcast interviews. She also shares resources to help others with their academic careers.

    Best Storytelling Award

    Telling your story is powerful and memorable. We’re excited to award the Best Storytelling Award to Dr. Kerri Rodriguez! Congratulations.

    Dr. Kerri Rodriguez

    Dr. Kerri Rodriguez's website on laptop, tablet, and mobile screens.

    Dr. Kerri Rodriguez made her own website on WordPress. She says, “I originally created an academic website because I thought I had to, but my website quickly transformed into a valuable resource for me to share my research in a fun and engaging way. It also has tremendously helped with networking and being on the job market!”

    Notes from the Judges

    Brittany Trinh: I particularly liked Dr. Rodriguez’s research page, which provides clear and brief descriptions of the focus of her research, related links to work she wanted to highlight, as well as many cute photos of dogs, which is relevant to her research, throughout her website. In addition, the media page makes it easy to find the articles where she has been featured.

    Jennifer van Alstyne: Dr. Rodriguez is so friendly in the GIF on her website. A cute dog? People will find this very approachable. The homepage is detailed without being overwhelming, and helps visitors navigate the site. I love how the Research page also invites people to reach out for collaborations and read her articles.

    Dr. Ian Li: Dr. Rodriguez’s website weaves a cohesive story about her passion for human-animal interaction, which spans across her research, teaching, and advocacy. Her website is a great example of how an academic website can go above-and-beyond a list of publications.

    Best Portfolio Award

    How do you showcase all the work you do on a personal website? By creating engaging pages for people to explore. We’re excited to award the Best Portfolio Award to Dr. Walter Greason. Congratulations!

    Dr. Walter Greason

    Dr. Walter Greason's personal website on desktop, tablet, and mobile screens.

    Notes from the Judges

    Brittany Trinh: Dr. Greason’s website shares his portfolio by featuring them all on a Project page. He provides a great example of how to leverage your project portfolio because he highlights specific projects by giving them individual pages. In each project, he provides historical significance to give further context of the impact of their work.

    Jennifer van Alstyne: Dr. Greason had a challenge fitting his many areas of research onto one website. Well done! A bio that helps people explore further. A page focused on program services. The portfolio pages on this website are visually engaging and not overwhelming. This website is an example for all in how to invite people to get involved.

    Dr. Ian Li: Dr. Greason’s project page is a great example of providing summaries of projects to introduce them to a wider audience. He describes each project and explains why they are important and their impact.

    Best Blog Award

    Having a blog on your website is a big project. We’re excited to award Dr. Colleen Fisher the Best Blog Award for The Global Minded Professor.

    Dr. Colleen Fisher

    Dr. Colleen Fisher's website The Global Minded Professor on desktop and tablet screens.

    Dr. Colleen Fisher wants to acknowledge “the wonderful website designer who helped me bring my vision for this site to life! Her name is KC Pushpa.”

    Dr. Fisher says, “I had been thinking about the benefits of an academic website for some time, thanks in part to compelling blogs like The Academic Designer! I finally took the leap to create my site in 2021 when I was preparing for my Fulbright to India and realized I wanted a space to blog about that experience.”

    Notes from the Judges

    Brittany Trinh: Global Minded Professor’s website includes 3 blogs – one that is current and two that are upcoming. It provides a clear description of what to expect in the blog. In their India blog posts, they include their own perspective and amazing photos. The blog posts are organized well with section headings and written clearly and concisely.  Their blog post have been updated recently and they engage with their readers in the comments sections.

    Jennifer van Alstyne: Dr. Fisher’s website shares her love of global research and teaching. Rich with images from her travels, The Global Minded Professor website includes a photo blog from her Fulbright in India. Her Research page answers questions like “What’s the problem?” and “What did we want to find out?” which invite deeper exploration in Dr. Fisher’s research.

    Dr. Ian Li: Dr. Fisher has an extensive blog on her academic work in India. In her blog posts, she writes about her research and the different places that she visited. She also has 2 upcoming blogs for her trips to Ecuador and Kenya.

    Best Academic Entrepreneur Website Award

    Some of the amazing people who leave academia become entrepreneurs. We’re excited to give the Best Academic Entrepreneur Award to Dr. Jessye L.B. Talley. Congratulations!

    Dr. Jessye L.B. Talley

    Dr. Jessye L.B. Talley's personal academic website on desktop, laptop, and tablet screens.

    Dr. Jessye L.B. Talley wants to acknoweldge website designer Brittany Trinh Creative and photographer Stacey Gardin.

    Dr. Talley says, “I created my website to have a way for me to have my own space to connect with the academic community and not be tied to social media. It was also a way for me to share about my experiences and resources to help other academics on their journey.”

    Notes from the Judges

    Brittany did not judge Dr. Talley’s website for this contest.

    Dr. Ian Li: Dr. Talley’s website is well-designed with a modern layout and great use of visuals. In addition to descriptions of her research, she describes her coaching and workshop services, so you understand how they can help with your goals. She also shares several resources on her blog.

    Jennifer van Alstyne: Bright! Memorable. Dr. Talley’s website is inviting for early career faculty who benefit from her services. With professional photography, streamlined copy, and an easy-to-navigate menu, this website is a great example.

    Thank you!

    Congratulations to our award winners.

    A big thank you to all our contest entrants. We’re so lucky to have you inspiring the world. Your website has been added to The Academic Gallery on Owlstown. Thank you for being an amazing example. A website is a big project. You should be proud of sharing who you are and what you do with the world.

    We created this contest to help as many people as possible. I hope these personal website examples encourage you to make your own website! Some of our award winners did-it-themselves, others hired help. They all made their personal website work for them. You can too. Please bookmark this page. Share it with your friends. Make your website a reality. And don’t feel like it needs to be “finished” to hit publish. Keep scrolling for free resources to create your website.

    Brittany, Ian, and Jennifer would like to thank our non-profit partner for the Best Personal Academic Websites Contest 2022.

    STEM Advocacy Institute (SAi) logo

    STEM Advocacy Institute (SAi) is a Boston based incubator that is making it easier for social entrepreneurs to launch new programs and tools that connect people to science via public science engagement, science communication, and informal science learning.

    Finally, we’d like to thank our friends for helping share this event. Including but not limited to

    Did you help us share the contest during the entry period? Please email [email protected]. We’d love thank you here!

    7 free resources for creating your own personal academic website

    Our goal is to help as many people as possible. Here are free resources from Ian Li of Owlstown, Brittany Trinh Creative, and The Academic Designer LLC to help you make your website. Please share with your friends.

    An open laptop that reads "Website" with arrows pointing this way. Next to the laptop are books held up by a bookend of a person holding up t he books.
    Best Personal Academic Website Hosts Graphic: WordPress .com or Reclaim Hosting, Squarespace, Google Sites, Owlstown
    Personal Websites Articles
    Screenshots of The Academic Gallery from Owlstown on a desktop monitor and tablet screen

    Not sure where to get started with your online presence? Start here, with my free training for academics.

    The form above subscribes you to new posts published on The Social Academic blog.
    Want emails from Jennifer about building your online presence? Subscribe to her email list.
    Looking for the podcast? Subscribe on Spotify.
    Prefer to watch videos? Subscribe on YouTube.

    Contest Guides and Advice Articles Personal Website How To’s

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  • Why Do So Few American Students Study Abroad? – Edu Alliance Journal

    Why Do So Few American Students Study Abroad? – Edu Alliance Journal

    Why is that a problem?

    December 5, 2022 by Dean Hoke: In the newest edition of the 2022 Open Doors Report, US university’s international student enrollment shows encouraging signs. International students coming to the United States are reported at 948,519, which nears the pre-pandemic level. However, the number of Americans studying abroad in 2020-21 was 14,549 compared to 162,633 in 2019-20 and the high watermark of 350,000 in 2018-19.

    The chart below shows how long US students study overseas.

    Of the 350,000 students in 2018-19 who studied overseas, the majority either studied abroad for a summer or a short term.

    What is the profile of the American student who studies abroad?

    The number of US students who study abroad represents only 2.7% of the American university students who attend four-year and above institutions. Students who study abroad tend to be juniors or seniors in undergraduate school, female, Caucasian, have financial means, and study in Europe.

    What countries have the largest number of students studying abroad?

    T.I.M.E. Association, located in France, conducted a study in 2021 of UNESCO mobility data which reported 5.6 million international students worldwide to determine the top countries with the most outgoing students studying in another country. They looked at the “long-term mobility of students to complete a whole study cycle and acquire a degree (Bachelor, Master or PhD) abroad. The top countries university students leave to study abroad are:

    • China – 993,367
    • India – 375,055
    • Germany – 122,538
    • Viet Nam – 108.527
    • South Korea – 101,774
    • France – 99,488
    • United States – 84,349 (long-term studies)

    Students from other countries study abroad primarily due to the:

    • Future Employment Opportunities, be it at home or abroad
    • Quality of institution and program
    • Meet a diverse range of people
    • Study and learn differently
    • Self-reliance and being on your own
    • Meeting new friends and lifelong networking
    • Seeing your culture from a different point of view

    How important are students studying abroad to the business community as future employees?

    Businesses worldwide are putting a higher emphasis on international experience. Most big and small companies are trying to attract business and partnerships with international partners.  In a 2014 survey titled U.S. Business Needs for Employees with International Expertise, 800 executives in US companies were surveyed to identify the demand for corporate employees with international competence, including international skills and/or knowledge of foreign languages and world areas. The results of the 2014 survey call for a continuing need for international business education in the US, with increased emphasis on intercultural communication, foreign language skills, and international experience. The 800 represented a broad cross-section of Industries and the number of employees.

    Some interesting facts come out:

    • 39% failed to fully exploit international business opportunities due to insufficient internationally competent personnel in the past five years
    • 39% have no foreign offices, and all international operations are handled in the US
    • 43% state that overall business would increase a great deal if more international expertise were available on staff
    • 60% state that an appreciation for cross-cultural differences is of great importance for professional staff, followed by Understanding country legal and government requirements (59%) and understanding of local markets and business practices (58%)
    • 83% state their company will place a greater emphasis on international competence among management and employees over the next ten years

    Additional studies support that studying abroad helps employers and helps students get jobs. In 2016, The Institute for the International Education of Students (IES), founded in 1950, conducted a comprehensive survey of 1205 of its alumni. 

    Here are the key points from the study:

    • 93% who entered the workforce were employed within six months
    • 89% of those who entered graduate school earned admissions in their first or second-choice school
    • 50% felt that their IES Abroad Program experience helped them to get this first job

    The American Passport Project

    How can we encourage and support students to study abroad?

    In a recent interview with Higher Ed Without Borders  (in which I am a co-host), we asked Dr. Allan Goodman, CEO of the IIE, about a new program they established in 2021 titled The American Passport Project. Dr. Goodman commented that studying abroad is one of the best ways that students can acquire global skills and create personal and professional opportunities. Furthermore, it’s a part of IIE’s mission to increase participation and diversity in studying abroad and extend these benefits to all students regardless of socioeconomic status.  However, students of limited financial means find it more difficult to participate in studying abroad due to financial hurdles, which could bar them from moving forward.

    The American Passport Project plans to have enabled 10,000 students to be awarded passports by the end of this decade. IIE will help 1,000 college students obtain U.S. passports annually by awarding funds to 40 U.S. colleges and universities in the IIE Network. Each institution will identify 25 of its first-year students who are eligible for Pell grants. Eligibility will be limited to first-year students to ensure that they have ample time remaining in their college career and receive guidance from their advisors to map out a study abroad plan. Competitive institutions will demonstrate grant need, support obtained, and impact on study abroad participation.

    First Year Results

    • In the inaugural year, nearly 200 institutions applied for the grant to support students obtaining U.S. passports. These institutions informed IIE of the various ways they could utilize the grant to support targeted student populations.
    • Forty institutions were selected, and more than 50% of institutions chosen represent minority-serving student populations (HBCU, HSI, MSI) or are community colleges.
    • Nearly 50% of U.S. states are represented (33% South, 32% Midwest, 25% Northeast, and 10% West).
    • The majority are expanding their diversity, equity, access, and inclusion efforts by targeting these top 4 student populations: students with demonstrated financial need, racial/ethnic minorities, students who have never traveled abroad, and first-generation students.

    In a follow-up interview with Lindsay Calvert, IIE’s lead for the Passport Project, I asked about the program’s status and the number of students approved by IIE as of November 2022.

    • One thousand one hundred twenty-two students have been nominated by their awarding institutions and approved by IIE to be supported with the IIE-granted funds to help them obtain their U.S. passport and engage them in study abroad planning.
      • 778 students from the first cohort
    • 344 from the second cohort)
    • Some institutions can quickly able to identify, nominate, and confirm students. Others have been challenged with their outreach and recruitment, so this process can span over a year to fulfill the goal of 25 students per campus.
    • Since the Passport Project aims to support first-year students, they anticipate them to study abroad in the 2023/24 academic year and subsequent years of their undergraduate term.

    The Senator Paul Simon Study Abroad Program

    In November 2022, The Senator Paul Simon Study Abroad Program Act of 2022 , was introduced by U.S. Senators Dick Durbin (D-Ill.) and Roger Wicker (R-Miss.) and U.S. Representatives Cheri Bustos (D-Ill.) and John Katko (R-N.Y.) The act seeks to expand access to study abroad for U.S. college students by enhancing the State Department’s Increase and Diversify Education Abroad for U.S. Students (IDEAS) program and formally renaming it as the “Senator Paul Simon Study Abroad Program.” Inspired by the vision of the late Sen. Paul Simon (D–Ill.) and the recommendations of the congressionally-appointed Commission on the Abraham Lincoln Study Abroad Fellowship Program, the legislation would advance four national goals:   

    1. One million U.S. college students will study abroad annually for credit
    2. Study abroad participants will more closely represent the demographics of the undergraduate population in terms of gender, ethnicity, students with disabilities, income level, and field of study
    3. A significantly greater proportion of study abroad will occur in nontraditional destinations outside Western Europe  
    4. Higher education institutions will make studying abroad a critical component of a quality higher education

    U.S. higher education institutions could apply for federal grants, individually or in a consortium, to help them institute programs that would move the country toward achieving these objectives. 

    Conclusion

    I have long wondered why so few Americans go overseas to study, even for a summer. Aren’t they seeing the benefits that students from other countries see? Are they not aware that by studying abroad, they increase their chances of graduation and employment? Perhaps most university students are unaware of studying overseas or believe they can’t afford the cost or cannot give up a part-time job to be away for the summer.

    Organizations like IIE are helping address increasing study abroad opportunities with its American Passport Program by emphasizing minorities and non-elite schools. The proposed Simon bill also helps address the issue and pushes for a million students to study abroad, but it remains to be seen if it will pass. It will take bi-partisan support and a higher public profile to get through the upcoming Congress. Last and not least are higher education institutions themselves. While the larger state institutions and elite privates have programs and resources to help promote study abroad, that is not necessarily the case with thousands of other colleges and universities. While most schools have international affairs offices, they need more personnel and budget to adequately promote or financially support students. Their priority in fundraising for such programs is lower than other needs.

    We need businesses that will benefit from these students and federal and state governments to help promote and partially subsidize. If companies and governments want to compete for an increasing share of international business successfully, they need employees who have spent time abroad.


    Dean Hoke is Co-Founder and Managing Partner Edu Alliance a higher education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Dean received his Bachelor of Arts degree from Urbana University in Ohio, his Master of Science from The University of Louisville, and a graduate of the Wharton School of Business Executive Management program. Since 1975 Dean has worked in the higher education and broadcasting industry, serving in senior leadership roles specializing in international education, marketing, communications, partnerships, and online learning.

    He currently serves as Chairperson Elect of the American Association of University Administrators , Advisory Board of the School of Education, Franklin University and is Co-Host of the Podcast series Higher Ed Without Borders  and Distance Learning Roundtable. Dean is actively engaged in consulting projects in international education, branding, business intelligence, and online learning leading projects in the United States, the Middle East, Africa, and Asia. Dean resides in Bloomington, Indiana

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  • 10 Keys to Building an Incredible Brand for Academics LIVE EVENT

    10 Keys to Building an Incredible Brand for Academics LIVE EVENT

    I’m teaming up with Dr. Sheena Howard to bring you a live VIP event for academics. You’re invited!

    EVENT: 10 Keys to Building an Incredible Brand as an Academic

    • Increase your confidence
    • Make 5x your investment
    • Waste far less time because you have an actionable plan
    • 5+ free tools to help you implement what you learn
    • 3+ downloadable PDFs
    • Grow your following by at least 25%

    Date: December 10 or December 11

    Time: 2-4pm Eastern Time

    Where: Virtual (on Zoom)

    Can’t make it live? A replay will be sent to you.

    This event is complete. Thank you for coming!

    A dream team collaboration event

    10 Keys to Build an Incredible Brand for Academics, a graphic with a large key and photos of Dr. Sheena Howard and Jennifer van Alstyne smiling. When: Saturday, December 10 and Sunday, December 11 from 2-4pm Eastern Time.

    I’m Jennifer van Alstyne. When I started building my brand, I wanted to create the academic life that I wanted. Not the life my advisors or mentors wanted for me. My online presence helped me take that step. Now I help professors build an online presence their research deserves. So that they feel more confident, help more people, and build their scholarly community online.

    I’m so excited to team up with the incredible Dr. Sheena Howard. She’s an expert at helping professors get the media attention they deserve. She’s all about building your visibility, authority, and income with Power Your Research.

    This event has ended. It was on December 10 and December 11, 2022.

    We can’t wait to see you at 10 Keys to Building an Incredible Brand for Academics, our live virtual event.

    This event is for all people with an advanced degree (like a master’s or doctorate). This event is for you whether you’re in or out of the academy.

    Topics covered will include but are not limited to

    • Best free resources to get high-level media coverage right away.
    • Getting clarity on what building your brand looks like for you.
    • Building an incredible website that stands out.
    • Social media plan and strategy for the busy academic.
    • Building a 6-figure brand by leveraging your academic credentials, whether you are in or out of academe.

    This event only happens once a year. You don’t want to miss it.

    Get tickets for 10 Keys to Build an Incredible Brand for Academics today. Limited seats are available.

    This event is complete. It was on December 10 and December 11, 2022. Thank you for attending, we were so happy to help inspire you. This event only happens once a year. If you’re interested in attending next year, email me at [email protected]

    Gifts and Holiday Guides and Advice Articles The Social Academic

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  • Higher Ed Without Borders Now Available on Audio and Video – Edu Alliance Journal

    Higher Ed Without Borders Now Available on Audio and Video – Edu Alliance Journal

    As we enter the holiday season, we recommend you tune in to  Higher Ed Without Borders. We now have the 2022 audio podcast season available, including 14 complete episodes. In addition, we have created five video highlight programs on our YouTube Channel. The series is a production of Edu Alliance.

    Also, we are proud to announce that in December and January, five new episodes are being produced.  Our last episode for the 2022 season will be with Dr. Chris Howard, Executive Vice President and COO of Arizona State University.

    In January 2023, Dean Hoke and Tom Davisson will co-host a four-part mini-series titled Small College America. Scheduled guests will be:
    Dr. Barry Ryan, President of Woodbury University, California
    Ryan Smith, President, University of Rio Grande, Ohio
    Dr. Stefanie Niles, President of Cottey College, Missouri
    Dr. Janelle Vanasse, President of Alaska Pacific University, Alaska  

    The YouTube series currently has 6 video highlights, with more to come. They include:
    Dr. Ehab Abdel Rahman, Provost of The American University in Cairo
    Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 1
    Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 2
    Dr. Jim Henderson, President of the University of Louisiana System
    Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi
    Dr. Frank Dooley, Chancellor of Purdue University Global

    Guest for the 2022 season includes:
    Elliott Masie, founder of MASIE Innovations 
    Dr. Cynthia Jackson Hammond, President of the Council for Higher Education Accreditation
    Dr. Peter Wells. Chief of the Section for Higher Education at UNESCO, Paris
    Dr. Samantha Alvis, Senior Advisor for Higher Education for USAID 
    Dr. Matthew Wilson, Dean, and President of Temple University Japan Campus
    Dr. Tarek Sobh, President of Lawrence Technological University
    Dr. Tony Chan, President of King Abdullah University of Science and Technology in Saudi Arabia 
    Dr. Gil Latz, Vice Provost for Global Strategies and International Affairs, The Ohio State University
    Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi
    Dr. Jim Henderson, President of the University of Louisiana System
    Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education
    Dr. Frank Dooley, Chancellor of Purdue University Global
    Dr. Ehab Abdel Rahman, Provost of The American University in Cairo

    Feel free to let us know if you have any questions or comments. Happy Holiday Season to you and your loved ones.

    Dean Hoke and Dr. Senthil Nathan
    Edu Alliance Group and Co-Hosts of Higher Ed Without Borders
    [email protected]
    [email protected]

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  • A Common Mistake Academics Make With Their Personal Websites

    A Common Mistake Academics Make With Their Personal Websites

    How often is your name mentioned on your website? For some academics, the answer is 0. I’ve looked at hundreds of personal faculty and scientist websites. A common mistake people make is forgetting to include your name.

    Hi, I’m Jennifer van Alstyne. Welcome to The Social Academic, a blog about your digital presence in HigherEd.

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    Does your website show up when someone Googles your name?

    An overhead view of a person working on a laptop. They have the Google Search page pulled up and are starting to type in their search query.

    When you type your full name into Google, does your website show up on the 1st page of results? A personal website should show up high in Google Search results because it often has the information people are most looking for.

    But your website won’t appear in search results if you’ve forgotten to include your name. This is a common mistake for academics who make their own website.

    Why do academics make this mistake? They work hard to create a website to better share their research. Self-promotion often feels strange for professors and researchers. It might feel wrong or unnatural. Because of this, you might have forgotten to include your own name on your website.

    The people who make this mistake often include their name in their

    But they then forget to include it on other pages of their website like in their bio, and on their Research or Publications pages. Have you forgotten to include your name?

    The form above subscribes you to new posts published on The Social Academic blog.
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    Looking for the podcast? Subscribe on Spotify.
    Prefer to watch videos? Subscribe on YouTube.

    Scavenger Hunt! Find your name on your website

    An open laptop with the word Website written on the screen with a bunch of arrows pointing to the right.

    A good way to see if your name appears on your website is by searching your site in Google.

    To do this, type this into the search bar: site:YourDomainName.com Your Name

    For example: site:JenniferVanAlstyne.com Jennifer van Alstyne

    When I perform this search, it shows that my name appears on most pages of my personal website. Try a search like this to see how often your name appears.

    If you find your name doesn’t appear much on your website, this is an easy change you can make to your website to improve how people find it. Any small change to improve your personal website is a good thing!

    Best of luck with your website project. Want professional help with your website project? I’d love to help.

    Including your name on your website is a best practice for SEO

    Scrabble letters that spell out 'S' 'E' and 'O' stand facing the camera on a shelf. SEO is an acronym for search engine optimization.

    Search engine optimization is a method for improving, or optimizing your website to rank better in search results. In this case, the keyword people are searching for online is your name when they want to find information about you.

    Discover how search engine optimization (SEO) can help your website in my YouTube live with Patrick Wareing.

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