For professors and scientists, a personal website is a big project that’s well worth your time. It’s the best way to manage your online presence long-term. Your personal academic website can include a portfolio of pages that showcase your
teaching
research
publications
speaking engagements
service
I’m Jennifer van Alstyne. Welcome to my my blog, The Social Academic. Now also a podcast and YouTube channel. This article was updated for 2024.
A personal website can be life changing professors, grad students, and researchers like you. In this guide, discover the 7 steps to an academic website:
You can make your own personal academic website. You’ve got this. When you do, your website will help people explore your research, teaching, and the things you care about. I’m excited for you! And this guide is here to help.
P.S. Bookmark this page so you can come back to it.
7 steps to take your website from start to launch
Creating a personal academic website is a long-journey. It’s not a 10-minute project like some articles claim. A website is typically a multi-day project. It may take you months. And that’s ok.
Some professors reach out to me for an academic website that
brings it all together for professors who “wear many hats” or feel like it may not be possible to “bring my identities together”
highlights their new book while helping past publications better reach new readers
invites aligned partnerships or relationships (i.e. with researchers around the world, community organizations, corporate partners, funders, and the people your research helps most)
creates a legacy for their work for a retired professor
celebrates their new position and prepares for their future for professors who transition to a new role
shares their research so people can engage in meaningful ways
helps them have a stronger online presence that supports a new goal or achievement
redesigns the website they made themselves years ago that “doesn’t feel like me anymore”
When you’re intentional about creating space for your online presence, you can help more people. For many of the professors I work with, a stronger online presence helps them move from the spark of “I can have a website” to “I deserve this space.” We deserve this space.
As academics, I want you to know that “we can create this space for ourselves.” You don’t need to work with me to have a stronger online presence. A PhD student scheduled a time to meet with me about designing her website for her. She didn’t need to wait to meet with me, “Have you heard about Owlstown? It’s a free academic website builder from my friend, Dr. Ian Li.” I wanted her to know she didn’t need my support. There was an easy solution for her personal academic website. That Owlstown is a solution I trust for most professors.
I have resources to help you on my website on The Social Academic blog, podcast, and YouTube channel. You don’t need to work with me to make your personal academic website. Here are my website resources for you. I hope this guide in particular helps you move forward efficiently to make your personal academic website a reality. Following it will help you get your academic personal website from start to launch smoothly.
The best way to start making your personal academic website is by planning the structure of your website. If you don’t have an idea about what you want to share, you’ll get stuck.
Let’s decide what to include on your professor website.
Planning your website
The structure and organization of your academic personal website determines the written, visual, and video content you’ll want to create. If you plan on sharing a lot of information, you can have more pages on your website.
Your personal academic website might include things like
About page with your academic bio and headshot
Research page
Current project
Research outcomes
Teaching page
Course descriptions
Syllabi
Teaching Statement/Philosophy
Publications page
Abstracts or descriptions
Publication links
Speaking Engagements page
Contact page
Links to your social media profiles
Blog
If you want a simpler website, a smaller structure is recommended:
About page with your academic bio and headshot
Link to your CV
Links to your social media profiles
The simplest website structure is just 1-page. But it isn’t right for everyone. This tends to work well for graduate student websites. And professors who want the easiest website to maintain.
The more you want to share, the more pages your site will need.
If you’re unsure about what to include on your personal website, let’s talk. I help professors think through who they help and the real people who will visit their personal or lab websites with my Website Strategy service. I’m here to help you too if you want support.
Gather written content for your website
Once you’ve decided on a structure and what you want to include, write down all the written content you want to share on your website. If it’s text and you want it on your website, write it down.
Make a list of the pages you need to write content for. A sample for a simple 3-page personal website might include
About Page
Academic bio: 150-350 words
Research interests
Research Page
List of current project(s)
Longer description of current research topics
Important outcomes or other research highlights
Publications Page
Publication details (not in standard citation format), preferably with an abstract or description
Write the content for each page in a document to complete this step. You might decide to hire help from a website designer or developer. It’s helpful to have a document with your written content ready to share with them.
If you can get support with this project, I encourage it! If you know what you want on your website, I’ve got an amazing website development partner who can handle the technical side of launching your website. We can also work together 1-on-1 on your website strategy. Don’t hesitate to reach out if you want professional support on your website project.
Edit your content for the web
Most professors don’t write for the web automatically. Academics like you may use
complicated or dense sentences
jargon / specialized terms
long paragraphs
no headings (or few headings)
Each of these can be found in academic writing, but you should avoid them when writing for your professor website.
I’m going to share with you best practices for writing for your personal website. Take the document you’ve drafted and each time, read through to edit with these changes
Can you simplify this sentence? For instance, if I make this sentence into 2 sentences, will it be easier for people to understand?
Is this word jargon? Is it a specialized term people in my field know but other people may not? Is it a term people in my specialization know, but other people may not? That word or term needs a short definition.
How many sentences is this paragraph? Can I break it into shorter paragraphs to make it easier to read on a mobile phone?
What heading will help someone find what they’re looking for on this particular page? For instance, if I have longer description of my research, what headings can I add to make this easier for someone skimming this page?
Photography and headshots
What images do you want to include on your website? At a minimum I recommend these
cover photo (also called a splash image, header photo, etc.)
a photo of you
If you like taking photos, you may have one already that photos that work for your website.
Many people choose stock images for their cover photo. On my personal website, I have photos I took at the San Francisco Botanic Gardens.
For your headshot, you don’t need to go out and do a professional photo shoot. If you have photos from your work then that’s an option. Selfies are a good option for your headshot too. You just want your photo to be friendly, like of your smiling face. Here are 3 ways to get new photos for your personal website.
Are photos required? No, but it really does help. If you’re uncomfortable with photos, consider making an avatar instead. Whichever photos choose, you need to have the rights or license to share those photos online.
Do you want your academic or scientist website to be super engaging? Try adding a video too!
If you got to the end of this step and you’re like, can you please just do the set-up for me? Yes. Let’s talk about working together on set up of your academic website.
2. Pick a domain name and site title
Once you’ve gathered/written all your content, you want to pick a domain name. Do this before choosing a host because it’s literally going to be the 1st thing most of them ask you to do when you sign-up.
Your domain name is your main website URL, or web address. For instance, the full URL to this page is https://theacademicdesigner.com/2020/how-to-make-an-academic-website
So the domain name for the website is theacademicdesigner.com.
Your site title is what your website is called, in my case, The Academic Designer, which is the name of my company.
For a personal website, my top recommendation for choosing your website domain and title is to use your full name. My personal website is jennifervanalstyne.com (site name: Jennifer van Alstyne).
Using your full name will help your page rank in Google and other search engines. Afterall, the keyword most people will use to find your website when searching, is your name.
An easy way to check if your domain name is in use is by typing it into your internet navigation search bar. If it’s taken a website will show up, and you may need to add a middle initial or keyword (e.g. JenniferSVanAlstyne.com or JenniferVanAlstynePoet.com).
3. Choose a website host
Which website host is best for you will depend on your time, budget and technical skills.
It’s time to set up your website. This is an exciting day, because when you have the content written already, your website can come together quickly.
Start by choosing a theme for your website
Most website hosts have themes or looks to choose from for the design of your website. When choosing a theme for your website look for these 3 things. You want a website that is
mobile responsive, which means your website adapts from desktop to mobile screens well
a clean design with a top menu and social media menu
accessibility-ready, which means the theme has built-in features to help people with disabilities explore your website (Accessibility-ready may be an option depending on your website host)
Once you’ve chosen a theme for your website, you can usually choose things like font and color. For font, choose a sans serif font for your body font. A sans serif font means that you want letters without the little feet. So, no Times New Roman for your body font. You can use a serif font (with the little feet) for your headings font though.
In terms of colors on your website, you want something with a high contrast for easy readability. Dark text on a light background is preferred for accessibility.
Place your content
Once you’ve selected a theme, you’re ready to place your content. Depending on how big your website is, you’ll want to know how to do these things
add a page
place text
insert a URL link
upload a photo
make a header
You may also need to know how to add and edit these site-level items
a menu
social media links
a contact form (Update for 2024: I no longer recommend using contact forms, as they don’t always work across devices/countries)
Titles, tags, and other metadata
When you upload photos and other media to your website, you need to add in information like the title of the photo. There are also other options to add information about your media like Alt Text, a written description of your photo. Providing Alt Text for your photos helps more people understand the photo you’re sharing. Especially people who use screen readers to interact with your website. Alt Text also helps Google’s website crawlers better understand your website, so that it shows up in relevant search results.
When you upload photos or other media to your website, it’s important to check that the metadata and Alt Text are descriptive.
Write descriptive Alt Text for all of the images on your website.
For my splash image of succulents the metadata includes
title of the photo (Succulents)
name of the photo (succulents.jpg)
description of the photo (‘Website header photo of many green echeveria succulents’)
After you’ve placed the writing and photos on your website, preview your website. Check your website for
spelling
formatting
readability
Preview your website on different screen types if you have the option
Try your website on different browsers
Chrome
Firefox
Microsoft Edge
Safari
Ask your friends and family to read over your personal website for you. We often miss our own simple errors. You may learn if something is confusing. For instance, if your family notices a bit of jargon, a term they don’t understand about your research, how would you explain it to them in a phrase or sentence?
You may also learn that something is hard to find. You’d be surprised how many personal websites I’ve come across where it’s difficult to find the name of the person who it’s about. Seriously. I even wrote an article about it for The Social Academic.
6. Is it time to take your website live?
If you sell anything on your website including consulting or editing services, you may be required by law to have a Privacy Policy and a Terms and Conditions page. Look to your country’s regulations about this. You will also need a Privacy Policy and Terms page if you are using Google Analytics or other tracking pixels or tools on your website. Do not take your website live until you have those things.
If that is not the case for you, or if you’ve added those policies…
It’s time to take your website live!
Go ahead and Publish your website.
Congratulations! You have a personal academic website ready to be shared with the world.
7. Share your website
Once your website is live, you need to share it with people.
In the next few weeks, Google will crawl your website (unless you tell it not to, but don’t do that). Then your website will start showing up when people Google your name. But Google and search engines shouldn’t be the only way people find your website.
Announce your website on social media. Invite people to check it out.
Update your social media profiles to include your website address.
Add your new website address to your email signature.
Share your website as a way for people to keep in touch with you after a talk or presentation.
Update your bio to include your website.
And, please share your website with me! Send me a direct message on social media, I’d love to congratulate you on your website personally.
Good luck with your website project!
Well that’s the whole process, step-by-step. Good luck setting up your personal website. Be sure to bookmark this page so you can come back and check the steps.
Please share this guide to making your personal academic website with your friends and colleagues. Ask your university library or faculty development office to share it as a resource. This guide has helped professors and grad students around the world make their website a reality.
I hope it helps you too. You’ve got this! Make 2024 your year to launch your personal academic website. You’ll be happy you did.
Feel like you don’t want to do this alone? Get support for your personal academic website
Professors, would you like 1-on-1 support on your personal academic website or their research lab website? Let’s work together on a done-for-you website customized to meet your long-term needs. My most loved website service typically takes 4+ months.
Websites with me are capacity building. When we do it together, you get to “a website ready to take live” with ease. And, you’ll feel confident to make simple changes so you can keep your website updated.
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
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.
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
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
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
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
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
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 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 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
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 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 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) 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 Jennifer@TheAcademicDesigner.com. 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.
Accountability and time management are valuable skills in graduate school
Toyin Alli, PhD of the University of Georgia helps students inside and out of the classroom. She loves teaching math, it’s her dream job. She’s also making greater impact with her business, The Academic Society LLC, which helps students succeed in grad school.
In this featured interview, Toyin talks about her book, #GradBoss: A Grad School Survival Guide. Inspired by graduate students in her Facebook community, Toyin wrote this handbook in 6 weeks during coworking sessions! The book is packed full of advice and stories about grad school.
We also talk about YouTube, and Toyin’s love for teaching.
Jennifer: Hi everyone. This is Jennifer van Alstyne. Welcome to The Social Academic.
Today, I’m talking with Dr. Toyin Alli, a senior lecturer at the University of Georgia. Toyin, I’m so excited to have you on The Social Academic, and to feature you. Would you mind introducing yourself?
Toyin: So I am Toyin Alli. I’m so excited to be here. Thank you for inviting me.
I am a senior lecturer at the University of Georgia. I’m a teaching faculty member, so I do a lot of teaching, meet with a lot of students.
My go-to is those introductory level math classes where I can show students who believe that they’re not good at math, that they can be great at math.
Jennifer: That would be me [raises hand laughing].
Toyin: And they can enjoy it. That’s my personal challenge I have every semester.
On top of being a senior lecturer, I also run my own business called The Academic Society, where I help graduate students with time management and productivity. I also have a consultancy where I help other academics with their businesses. And setting up systems so that they can have a semester approved business that runs while they’re super busy in the semester.
Jennifer: Oh, my gosh, that is so much stuff. It’s amazing that you’re making it all work. You’re a teacher. You’re helping graduate students actually navigate their time in grad school. And you’re helping other academics who are wanting to start businesses like yours.
You must be good at time management, otherwise you wouldn’t have time for it all. I think it’s great that you’re helping other people with that too.
Jennifer: I love how open you are in your bio on your website about how grad school kicked your butt. And how time management and productivity made such a difference for you. I’d love for you to talk more about that and maybe your book, #GradBoss.
Toyin: Graduate school is definitely an interesting experience and journey. A lot of people have negative thoughts associated with grad school.
Once I really got the hang of grad school, it actually became great. I ended up having a great experience in grad school, which a lot of people do not.
What I found was, it’s really like that underlying soft skill that makes grad school so different. It’s the time management and productivity skills that we aren’t taught grad school, but we’re expected to just do. Those time management and productivity skills, they’re underlying everything. Those are the things that help you actually have time to do your research while you’re
Teaching classes
Taking classes
Going to seminars
Presenting
All that stuff
What I found from graduate students–and even myself when I was a graduate student– it’s very overwhelming. And there’s a lot to do. It’s hard to figure out what to do first. When you’re struggling to figure out what to do first, it kind of just paralyzes you. You kind of do nothing, and that’s where the procrastination happens. That’s where the burnout happens. I really like to jump in and help students figure out what to do first, and how to manage all of that.
When I started graduate school, I thought I was pretty prepared [laughs], because I did undergraduate research. My mom has a PhD. She told me about grad school. But something about experiencing it was just completely different. I had to learn that my undergraduate study habits were just not going to suffice in grad school.
I learned that other students were actually spending time before class doing readings [laughs], and that’s not something I ever had to do in undergrad. It was learning how to make time for those things that I’m not used to putting in my schedule, figuring out what my priorities should be as a grad student. Once I figured that out, and once I figured out how to learn math–which is funny–that’s when I really got a handle on grad school.
In my 1st semester of grad school, I took a class called Topology. It was something that I had never even heard of in undergraduate school. That class was just so foreign to me. I didn’t do the best. I’m sure I would have passed the class, but my professor ended up giving me an Incomplete [grade].
Next semester, in the Spring, I had to meet with him every single week and prove theorems on the board from that class. Every single week. There were tears involved. But in that process, I learned, “Oh, this is how you learned math.” From then on, I knew exactly how much time I needed to spend in my classes. I knew what I needed to do to actually understand what was going on, how much time I needed to allot for my homework.
Once I figured that out, I feel like everything was just unlocked for me. While grad school was still a lot of work, I enjoyed the experience.
Jennifer: I think that it’s really interesting because I see a lot of people on social media especially, talking about how they wish they had parents who went to grad school and who’d experienced some of that. Or, maybe who were academics themselves, to be able to highlight some of that hidden curriculum once you get to grad school. It’s the things that most people just don’t know about grad school.
What I’m hearing from you is that even though your mom had a PhD, there were still a lot of things that you had to learn. That you had to teach yourself and you had to figure out how to do. And it sounds like that one-on-one attention from the professor who gave you that Incomplete provided you some of those resources to be able to replicate that in other areas of your grad school life. It’s a really interesting story. So thank you so much for sharing that with me.
Is that something you talk about in your book, #GradBoss?
Toyin: Oh, yeah. So I have a book called #GradBoss: A Grad School Survival Guide where I share my experiences in grad school: the things I learned, the failures that I went through in grad school. As well as the 10 things that you should know before going to grad school (and even after you started grad school).
Things to remind yourself about:
Time management
How to make friends
Imposter syndrome
Failure in grad school
I talk about all of that in the book. And I also share my stories as well as other grad student stories.
Jennifer: Oh, that’s great. I think that book would be so helpful for people. I wish that I had it when I was in grad school, because I felt like a lot of the areas you just talked about were things that I struggled with. Or, maybe I had more anxiety about that than I thought my friends did. Having a guide or some kind of handbook would have been so helpful for me. If you’re a grad student reading this, please get #GradBoss.
Now, when did you write that book? What inspired you to actually put words on paper?
Toyin: I have a YouTube channel called The Academic Society with Toyin Alli, and I have been sharing videos about time management and grad school stories, things like that.
I also had a community on Facebook for graduate students under the same name, where I help graduate students. Something I learned about grad students is they’re reading all the time.
Jennifer: Mmhmm [affirmative]. [Laughs.]
Toyin: I’m a mathematician. And I will say the reading was very minimal. It was mostly practicing problems, working things out. When I got to the research portion, then I would read papers. But math papers are so short, like 6-7 pages. They’re very short. Yeah, [laughs].
Jennifer: That’s short! Yeah.
Toyin: When talking to all these grad students, they’re telling me how much they’re reading. And I’m creating video content. I was like, “I should probably try to meet them where they are.” They’re already reading. Maybe I could put my knowledge into a book.
So I posted in my Facebook group, “Hey, I’m thinking about writing a book about surviving grad school. Does that sound like a good idea? Would you read it? And what would you want me to talk about?”
And they’re all like, “Oh my goodness. Yes, I would love a book. Here are the things I want you to talk about.” They listed about 10 things, and those became the 10 chapters in my book.
Jennifer: So that was really inspired by the people who you were already working with, who were already in your community, and who already needed your help. And they actually helped outline the topics and ideas that you wrote in the book.
I love that! I love that it was inspired by social media. That’s so cool.
Toyin: I know!
I realize I didn’t answer your question. When did I write it? I believe it was the summer of 2018. Or maybe it was the summer of 2019.
But something that I talk a lot about for grad students in grad school is you don’t want to do this alone. You don’t want to be isolated. And it really helps to have accountability. I’ve noticed that the difference between making a plan and actually following through is the accountability.
Jennifer: Mmhmm [affirmative].
Toyin: Whenever I set to do a task, I’m going to try to build in the accountability.
I’d never written a book before. I’m not a writer. I don’t call my myself a writer even though I guess I am because I wrote a book.
Jennifer: Yeah, you’re a writer!
Toyin: But I was like, the only way I’m gonna do this is if I have people along for the journey. I had this program that’s now called Focus, but at the time it was called Productivity Accelerator. I was like, “Anybody doing some writing over the summer? Anybody working on their thesis, dissertation writing, publishing papers? Do you wanna write with me?”
I actually got grad students involved. We would sit on Zoom for hours each day. We would talk about our goals. We would use the Pomodoro technique and write for about 45 minutes, chat, write for another 45 minutes.
I wrote the whole book in about 6 weeks in the summer, mostly with other graduate students.
Jennifer: Wow! In those coworking writing sessions. That is awesome. And Pomodoros that was something that works for you. And they worked for everyone else because everyone can follow this same kind of timeline doing these smaller, shorter tasks.
Wow, that’s so cool. And you got it done in only 6 months, that’s amazing!
Toyin: Six weeks!
Jennifer: What? Six weeks, is that what you said? [Laughs], I lengthened that. That’s incredible. So six weeks brought you #GradBoss, and that was inspired by graduate students who were in your community. And written with graduate students in that same kind of virtual space and while you’re talking about your goals and everything in six weeks. That is such a cool story. I’m glad I asked about that.
Jennifer: You talked a little bit about how social media is something you use for your community, but what does your online presence look like? Like what social media platforms are you on? Do you have a website? What is your online presence?
Toyin: Yes, I do have a website. I started with the website, as a home base for my brand. That’s where I would put my blog posts back when I was writing regular blog posts. I would create freebies or lead magnets–I would create some type of value for my audience in exchange for their email address. I would say my website and my email newsletter, those were what I built up first.
Then I remembered a dream that I had back when I started grad school. I started grad school in 2016. I loved YouTube. YouTube was everything for me. I watched all kinds of videos, learned about
How to do my hair
My makeup
What to wear
All of the things
When I first started grad school, I was like, “I really wanna be a YouTuber.” But I had this YouTube channel called YouTube University, where it would just be me trying to follow YouTube tutorials and do things. But then my mom shared my videos to everyone she knew, and I got so embarrassed. I was like, “No, I’m not doing this again.”
Jennifer: That’s so funny. She probably shared them cuz she was really proud of you. You were like, “No mom, what are you doing?” [Laughs].
Toyin: What’s funny is I have a YouTube channel now. I think the difference is my YouTube channel now is something that I believe in. I would push past being embarrassed because I know that what I’m telling people would actually be helpful for them. Being able to help someone overcomes that feeling of wanting to shrink and hide. I’m a very introverted and shy person, [laughs]. You wouldn’t guess that I have a YouTube channel.
After I started my website and newsletter, I was like let me do this YouTube thing. About 6 months later in 2017, I started my YouTube channel. I would post a YouTube video every single week. That is where I’m the most consistent.
Then, I occasionally post on Instagram.
Jennifer: I love that. It sounds like all of the places that you’ve brought yourself into that online space have been reactionary in the sense that you wanted a place to host your brand, to hold your blog posts. Then you wanted a YouTube channel because you wanted to explore that. Then you created a YouTube channel that was for a specific audience.
It seems very much like an organic process of finding new places that you wanted to spend time and create content for. And very audience driven as well, like you wanted to create things for specific people, is that right?
Toyin: Oh yeah. Definitely very audience driven.
At first as a mathematician, I assumed that I could only help graduate students who were like math or science, because that’s what I knew. I didn’t go to grad school for English, or humanities, social sciences. I didn’t really know about those programs. But when I was making my videos and blog posts for the STEM students, I had people in the humanities and social sciences saying, “Oh my gosh, this is so helpful. I wish I knew this.”
What people were wanting to learn from me was not discipline specific. It was about time management. It was about organization. It was about productivity. Those principles can be used anywhere. Now, I always encourage students to figure out what works for them and just leave everything else that doesn’t work. Some things I say may work best for mathematicians, but you can probably tweak it to work for a psychologist.
Yeah, I very much just followed what my audience wanted from me. It wasn’t just grad school in general, it was time management and productivity.
Then as I grew my business, people started asking, “Well, how are you doing this business thing and being a lecturer at the same time?” So here I am, business consultant for academics. It’s just naturally progressed as my audience grew.
Jennifer: Oh, I just love that. It sounds like maybe YouTube was your favorite social media platform. It’s something that you were watching a lot and then you created a channel because you enjoyed creating videos for, is that right?
Toyin: Very much so, yes.
Jennifer: What do you like most of about YouTube? You said you were getting makeup tutorials and all sorts of stuff you were learning. Was learning an important aspect of watching YouTube videos for you?
Toyin: Yeah, I think so. I think because I’m very much an introvert. But I’m also an Enneagram 5. If you know Enneagram 5’s, we’re investigators. We love information. We like to know all the information. Whenever I’m learning something, I am just feeling joy.
My friends make fun of me because I will sit and watch these video essays that people do on YouTube. I don’t know if you’ve seen them, but they’re like 2-8 hour videos on YouTube where they deep dive, have thesis statements about pop culture.
Jennifer: What?!
Toyin: Yes. I recently watched one on the Vampire Diaries. Like nothing even serious. But they deep dive into each of the characters, into the storylines, and different seasons. What made them work? I’m just fascinated by that.
Jennifer: Teenage me would’ve been mind-blown over this because I loved L.J. Smith books when I was in middle school and high school. This was before they were re-released, before the Vampire Diaries was a TV show. So middle school me would’ve been all over the 8 hour video discussion of that. That’s so great. I didn’t know there were such long videos on YouTube.
My interviews are like 40 minutes to an hour max. That seems really long. I worry, “Oh my gosh, no one’s gonna watch the entire thing.” But people do. And then they email me and they’re like “This was so helpful!”
Now I’m hearing that even longer videos are performing well. That people are creating this new type of essay, like video essay content. That’s so fascinating.
Toyin: I love it. I love it so much.
The long ones I do it takes me a few days to watch it all, but I always go back. It’s almost like getting a peek into someone else’s brain, watching YouTube videos and how they format the video, how they choose to share the information. I just find that fascinating. I find it somehow easy for me to just sit in front of a camera and share my thoughts. Cause it’s still being introverted–I’m in a room alone talking.
Jennifer: Yeah.
Toyin: But I don’t know. I feel like my video presence is nice. People respond well to me on video. I enjoy consuming that type of content.
Jennifer: Yeah, that’s really interesting. I talk with professors often about encouraging them to do a little video for their website. Or, a little video for social media. When I was watching 15 Minutes of Shame, the documentary about Monica Lewinsky on HBO Max, one of the professors who was interviewed said that even seeing someone’s facial expressions for a few seconds makes a difference for how people understand us as people. How they can connect with us emotionally because of those facial expressions. And how before that, people don’t seem like real people. So I’m always telling people, even if you can do a short video where you’re just saying hi, it can make a really big difference for people who are coming to meet you.
What it sounds like is that even though you’re an introverted person, kind of like me, that being on video ended up being something that was comfortable for you. Maybe not incredibly comfortable at the beginning if you were embarrassed with your mom sharing those videos. But eventually you found the comfort level that encouraged you to create more content for your audience, and create that channel. I love that you shared all that with me. Even your anxiety in the beginning, when you first created the YouTube University channel.
Online presence, a way to impact more than just my school
Jennifer: Now, you’re a lecturer. You’re helping grad students, new faculty members with your side business. Why is sharing your message online important to you? Why is it helpful for you?
Toyin: Yeah, I think it’s just a way to impact more than just my school.
Jennifer: Mmhmm [affirmative].
Toyin: When I’m teaching, in my school, we have a big research university. But I’m part of the small class size initiative. Most of my classes have 19 students or less. I’m reaching very few students at a time, which is great for teaching. But there’s a world of people who have no idea about what grad school is all about.
Being able to hear as many stories about grad school as possible has to be helpful. I’m happy to share my perspective as a woman, as a black woman, as a black woman who’s a mathematician. Like what was that experience like for me?
I think people find comfort in hearing just different perspectives on things, and not just the one perspective on things.
Jennifer: Absolutely. I think that seeing different perspectives, especially for graduate students who are just coming into their programs…Seeing someone who looks like you, who has the success and the confidence that you have to run these multiple businesses, and be teaching, and doing all the things, and having this book.
Seeing that it is possible makes a big difference for graduate students. Seeing someone who looks like you in that space, probably makes them feel much more comfortable. I know I would have felt more comfortable learning from someone like you. Absolutely.
Toyin: Thank you. Yeah. Even my students in the classroom, they appreciate me being there. I’ll get emails from students like, “You’re the 1st black professor I’ve had,” or, “You’re the 1st black math teacher I’ve ever had.”
And I was like, “Wow.” I think it is important that I’m there, like it exists. And if you wanna do it too, you can.
Jennifer: That’s why you still teach. Right? You have a successful business, but you want to still teach. Why is teaching important to you?
Toyin: Oh my gosh. I love it so much. It is literally my dream job. I feel so much joy and so much fulfillment from teaching. I can’t imagine doing anything else.
It’s very interesting that you say that because I do have a business that is profitable. I was speaking to my accountant and she was like, “So, when are you gonna quit your job? Because do you think if you taught less, you would make more with your business?” I was like, “Probably, but I love it.”
Part of the reason for my business consultancy is we’ve worked so hard to become academics, to get the PhD, to get the master’s degree. It took a lot of sacrifice to do that. On the other side of it, I want to actually enjoy the life that I work for. What I see a lot with academics is they get their job, and then it’s just like grad school 2.0. They’re just like working, working, working. Living just for academia, and not for yourself.
I feel very blessed to have chosen a career that fulfills me and makes me happy. It doesn’t really feel super draining. It doesn’t feel like, “Oh my gosh, I can’t wait to get away.” It’s something that I’m excited to do every single day.
But I also have this other life that’s outside of academia. That actually fuels me and makes me even more excited to go back to the classroom.
Jennifer: Ooh, I can hear your enthusiasm. I can sense it in your voice. And in your face, I mean, you look so happy talking about it. I can tell that you told your accountant, “No, I’m not quitting my job, I’m happy as a teacher.” I think that that’s amazing and your students get so much out of it. That’s excellent.
Now tell me more about The Academic Society. How can graduate students who are listening to this get involved? How can they get some help with their productivity and their time management?
Toyin: The first place I like to send people is the YouTube channel. You can go to The Academic Society with Toyin Alli. Just type in The Academic Society, you’ll find it. And I have playlists about time management, about my teaching blogs, and all of that.
Jennifer: Oh my gosh, incoming grad students, sign up for that. It’s going to be super helpful.
Toyin: Yes. And it’s basically, I’ve noticed, you know, there are some things that students don’t realize about academia and about grad school.
Jennifer: Mmhmm [affirmative].
Toyin: I wanna let them know what it is before they get started so they can prepare themselves. Signing for anything on my website is a way to get involved with the newsletter.
Then also joining my community on Facebook. If you’re on Facebook, I have a Facebook group called The Academic Society for grad students. Students are in there asking questions, chatting it up, meeting new people inside of that group every single day.
Jennifer: Oh, I love that. I will include the links so people can be sure to join your Facebook group, sign up for your mailing list, and check out those YouTube videos. I think it’s gonna be so helpful for graduate students. And that’s incoming graduate students, and if you’re in grad school and you know you can benefit from some of these skills, be sure to check out those videos. I know it will help you.
Understand why you do the things you do
Jennifer: Toyin, is there anything else you’d like to add before we wrap up?
Toyin: I would just like to say, it’s super important to understand why you’re doing the things you’re doing. Because that fuels you. It gives you the motivation.
I heard someone say, “I just wanna go to grad school so I can get those three letters, PhD.”
I was like, “Uh-oh, that’s not enough.” Grad school is a lot, and you’re gonna need something a little bit more than just wanting fancy letters behind your name. There’s a reason why you wanna do this.
I always encouraged students to get deeply connected to why they want to do this. Why they wanna go to grad school. Why they wanna be an academic. And to talk about it with others because it’s a great connection point. It can help motivate you and fuel you to help you keep going when it gets tough.
Jennifer: It sounds like it can help you make more informed decisions. No one’s telling you not to go to grad school or to do a different program or to, to get better with your goals. But talking to other people can encourage you in new ways that you might not have even thought of yet.
I know that talking with other people in grad school was massively helpful for me. I met a lot of people online who helped me not only choose what classes were gonna be most beneficial, but they helped me with actually talking to professors and standing up for myself when I needed it.
If I didn’t have community and grad school, I definitely would not have been as successful. And I wish that I had the productivity and time management skills that you were teaching, because I think that could’ve been really helpful to me. I am a procrastinator and I know it [laughs].
That kind of action based and accountability based thing that you were talking about grad students, if you’re listening, sign up for that mailing list and check out those videos, because it’s going to be so helpful for you. Be sure to get your copy of #GradBoss. Pick up your copy of that handbook to help you get through that first year of graduate school.
Toyin, I’m so glad you joined me for this interview. How can people get in touch with you afterwards? What’s your handle on social media?
Toyin: I am on Instagram @TheAcademicSociety_. That’s where all the grad school stuff is. But if you are already an academic and possibly thinking about having your own business, I talk about more personal stuff and more business-y stuff @DrToyinAlli.
Jennifer: Great! Thanks for sharing that with me Toyin, and have a great rest of your day. This has been an awesome interview.
Toyin Alli (@TheAcademicSociety_) is a McNair Scholar who received her PhD in Mathematics from the University of Alabama. She is now a full time Senior Lecturer at the University of Georgia. Toyin started The Academic Society LLC to help graduate students succeed in grad school through time management, productivity, and self-care. She reaches thousands of grad students through her digital programs, online social platforms, YouTube channel, and website.
Ready to kickstart your next academic journal article?
Dr. Lisa Munro joins me to talk about academic writing. Did you know there’s a writing community online waiting for you? Social media isn’t just for sharing your article once it’s published. Share more of the writing process. Find support to get your writing done. And, meet collaborators online.
Lisa is a historian who leads workshops and writing retreats for academics. Journal article writing doesn’t come naturally to many people. You may feel like you don’t know what you’re doing. People can feel a lot of shame about their writing.
Lisa says, “Academic publishing is like a secret club with weird archaic rules that no one tells you about.” Now she helps people get their journal article written to make progress on their publication goals.
We also discuss adoption, a topic Lisa has been talking about on Twitter for years. Adoption is political. And it’s more complicated than people think. Both Lisa and I are adoptees. Talking about the things you’re interested in, what you’re passionate about, is an effective way to find your audience on social media.
Jennifer: Hi everyone, this is Jennifer van Alstyne, and welcome back to The Social Academic featured interview series. Today, I’m talking with Dr. Lisa Munro. We’re gonna be talking about writing and community online.
Lisa, would you please introduce yourself for everyone?
Lisa: Hello. I’m so excited to be here and thanks so much for inviting me to do this.
I’m Lisa Munro. I am an academic…I’m sort of, well, it’s complicated. You know how Facebook used to have those options? Like it’s complicated.
It’s still complicated, but I am a historian. I have a PhD from University of Arizona. And now I’m doing writing support for people, for other academics. Frequently, they are not getting that kind of help and support through their institutions. So that’s me.
Jennifer: Right.
Lisa: So that has been what I’ve been devoting myself to for the last couple of years.
Before that I was directing study abroad programs and I’m still working with some short term study abroad programs that come to where I live, my part of the world, which is Mérida, Yucatán of Mexico, so I’m still doing a little bit of that work as well.
A private community for academic writers (not on Facebook)
Jennifer: Well, I’m delighted that you came on to talk with me today about that work that you’re doing with academics who need to write their articles. Because finding that community online is something that I really encourage people to reach out to for social media.
But I also find that when they’re ready to, they’re like, “Oh yeah, I wanna join Twitter to share my publications.” And I always encourage people to talk about more of that process, to talk about more of the writing process.
And one of the reasons that I really wanted to have you on is because you have a writing community where people are connected online and they’re talking and conversing and cheering each other on. I would love to hear more about your writing community.
Lisa: Yeah. I was doing editing for a while and editing is very solitary. It’s kind of you and somebody’s work and there’s not a whole lot of community engagement there.
But I started shifting towards more towards how do people get writing done? I found that that was really where people needed help.
What I had originally envisioned in my dreams was I thought I would be like giving people advice about like the passive voice and like how to use better verbs. I thought I would be doing that kind of work.
And as it turns out, what people really needed, they needed to feel better about themselves as writers. And as people. That’s what they really needed to do their best work. Frequently, when they didn’t feel very good about themselves as writers and as people, their writing output, their productivity, absolutely ground to a halt.
Jennifer: Hmm.
Lisa: And so when people stop writing, frequently what happens is they start getting caught in these cycles of shame and fear. It’s very hard to get going again because the less you write, the more shame you have about the fact that you’re not writing.
And then you feel horrible and guilty. And then you have a lot of fear about starting writing again. So you don’t do writing. So now you’re just like circling back and forth and back and forth. It’s a really crappy cycle.
People feel a lot of shame around that. And when they start feeling a lot of shame around that, the first thing that usually goes, is they stop talking to people about that struggle.
It’s like, who do you really talk to in your life about your writing struggles? Frequently, people have partners who might not be academics, so maybe they don’t understand. But maybe, you know, your colleagues have their own writing struggles, you know, are they gonna listen to yours? Maybe they will, maybe they won’t. It’s like, there’s very precious few spaces where people can really talk about their writing struggles. And dealing with issues of shame and issues of fear and how those things have impacted the writing processes.
And so, my thing is, well, let’s talk about it. Let’s talk about your shame around writing. And let’s talk about my shame around writing. And together, like, it’s kind of okay.
Like if I’m experiencing what you’re experiencing and we can kind of see each other, maybe we’re in different boats, but we can see each other. All of a sudden, like people feel less alone.
Oh, you’re struggling too. I’m struggling. Wow. Like, it seems like this is a common thing. And people start feeling less alone. People start talking more about their experience. And it helps people to get going.
I’m very interested in creating those kinds of spaces where people can talk about their writing. Where they can get out of these shame and fear cycles. And they can start working towards what I would consider sustainable and joyful writing practices.
Jennifer: Thank you for sharing that. It sounds like you really wanted to create a kind of safe space where that conversation could be open.
Now, why did you choose to have a private community and not put it on like, Facebook, which is what a lot of people choose?
Lisa: Oh my god, I have complicated feelings about Facebook too.
Jennifer: Good.
Lisa: I don’t love Facebook. I think they’re kind of a terrible company. I don’t trust them at all. I feel like social media has been so… Well, I’m not gonna derail…
Jennifer: Don’t, just say it, say it.
Lisa: …this conversation. But social media has been so instrumental in becoming toxic soup.
Jennifer: Mm.
Lisa: I mean, there’s so much toxicity on social media right now. There is so much disinformation, misinformation.
Jennifer: Yes.
Lisa: And then Facebook has not been a good corporate citizen. Their whole business model is based on selling your data and I really felt uncomfortable with that. That is not what I wanted to do. That doesn’t feel safe to me. That doesn’t feel like a safe space.
I’m in some Facebook groups still. I haven’t quite deleted [Facebook] yet for like the two people I know who just won’t be on any other platform. And I love those people, I really do. But ah, get a different platform.
Even in the Facebook groups I’m in, I always feel like people are watching you, people are spying. And it’s like, is this really private? We’re not, “Oh, crap, my privacy settings were wrong and now it’s all over the internet.” You know, it doesn’t feel safe.
There’s been some recent stories in the news about Facebook selling some very personal information about its users. I think that’s awful.
Jennifer: Facebook has shared some very personal information, including direct messages, like what people think of as private conversations with legal authorities.
Lisa: Yes.
Jennifer: That’s really important to be aware of. If you’re on Facebook, thinking about your privacy and how your comfort level is with that, is super important.
Lisa: Yes. Absolutely.
Jennifer: So I am glad you brought that up, Lisa.
Lisa: Okay, good.
Jennifer: Yeah.
Lisa: I was hoping that wasn’t like a total, like, total derailment…
Jennifer: No, no, no.
Lisa: Because I think it’s different, like Twitter, right? Anything you put out there is public, and you know that.
Jennifer: Right.
Lisa: You’re like, okay, I’m gonna put this out to the world. Everybody and their dog can see it. And you know that.
And so like that really, I think, conditions like what you share. Some people are out there pouring their heart out, but most people feel like Facebook is maybe the place to do that because people have these ideas that that is a private space. And it’s not.
Jennifer: That’s right.
Lisa: I have bad feelings about Facebook. So, I decided I didn’t wanna do that. And also advertising which is a part of selling your data. I mean, it’s like you start looking for vacuum cleaners on Amazon and then all of a sudden, like all these vacuum cleaners are in your Facebook feed. And you’re like, wait, what? What just happened there? Oh, right, that works so fast.
Jennifer: It does.
Lisa: Yeah, I mean, tremendous.
I wanted to create a safe space and be like, okay, like look, I don’t want advertising, I want it to be people connecting to people. And without fear that Facebook is going to sell their data.
So I ended up on Mighty Networks. That was the platform I chose to do that. And I’ve been really satisfied with that.
There is no advertising. Why? Because I pay for it like a normal consumer. Right? Like that’s how that’s supposed to work. This whole freemium model that we’ve all gotten used to…I hear, “Okay, I’ll let you sell my data if I get to use your products.” I much prefer sort of traditional consumer models where I pay you money and you sell me a service. I feel like that’s just a better way for these things to work.
So I created a Mighty Networks. And it’s still going. I feel like I did that in 2019 so it’s been going on for almost three years now.
Jennifer: Yeah, that’s a long time.
Lisa: Something like that, yeah. That’s a long time and people come and go. Engagement goes up, engagement goes down.
Like right now people are super burned out. You know I get that. I think eventually engagement’s gonna pick back up again because these things are cyclical. So that’s what I’m doing.
It’s really all about like daily account, for me, it’s about daily accountability because I think it’s important to provide a space for people to check in. What’d you do today? What writing did you do today?
And the only rule is that you can’t talk about the writing that you didn’t do. That you meant to do and didn’t, because that, you know, now you’re back in shame and fear cycles.
Jennifer: Right.
Lisa: That doesn’t help, but talk about what you did do. “Oh my god, I wrote a sentence today.” Fantastic. Like if that’s your writing win, like I am here for that, and I am gonna cheer you on. Wonderful.
You published your book? Fabulous. Likewise, I am here for that. I am gonna cheer you on.
Whatever your accomplishment is, I wanna hear about it.
The more we talk about what feels good in writing, what we have achieved, what we have done, we start getting away from these models of like,
“Oh my god, you know, have I written enough?”
“Am I enough?”
“Is this enough?”
“Am I good enough?”
We start getting away from those kind of shame based models and closer to writing that does feel good.
When writing feels good, you’re apt to do more of it. Because you’re enjoying the process of doing that. So that’s really my revolution.
Jennifer: So it sounds like the process of talking about writing in that group setting really helps people actually perform the practices that are needed to get the writing done.
It also sounds like people are able to make these kind of lasting relationships with each other, through the group, through your writing retreats and your other offerings.
I think that what you said to me one time is that some of your people were so close that they were sending like cards to each other in the mail.
Lisa: Oh, they totally were.
It was amazing. I mean, there was like one Christmas where like people were sending Christmas cards to each other and it was like, oh my god, like, look at this!
Oh, and the other thing that happened recently, two people I’ve worked with in the past who have both been on my writing retreat, who kind of lived close to each other, they got together and had lunch. I mean, it’s fabulous. I love when that kind of connection happens.
I’ve worked with writers who end up finding mentors. So there’s been some mentoring that have come out of different writing initiatives I’ve done.
Co-authoring! Unlikely people who are like, “Hey, like it would be really fun to write something with you,” and then they do. That’s amazing.
Yeah, so there are actual, genuine connections that come out of this. I don’t know if anything is gonna really replace like face to face interactions with people. But in the meantime, now that we’re sort of a geographically dispersed people…You know, people are all over the world looking for community, looking for connection.
Jennifer: Yes.
Lisa: It’s the magic of the internet that’s going to bring us together and allow us to do that.
You can create meaningful relationships online, even with people you don’t really know.
I open my Twitter in the morning and I’m like, oh, here are all my pocket friends.
Lisa was an early user of Twitter
Jennifer: That was actually my next question. I’m curious, what does your online presence look like? What’s your favorite social media platform? ‘Cause I’m pretty sure it’s not Facebook.
Lisa: It’s not Facebook. Yes, it’s not Facebook. My favorite social media platform is Twitter.
I don’t remember when Twitter started, but I was a fairly early adopter of Twitter.
Jennifer: Okay.
Lisa: Just because it seemed to be like what people were doing. And it seemed like edgy and cool at the time. I think that was in 2009.
Jennifer: Okay. That’s early.
Lisa: It was early. Nobody was talking about anything really interesting.
Now people are using it for all kinds of really interesting purposes. It’s just kind of grown and grown.
My audience has grown. People ask me sometimes about growing a following on Twitter, how do you get followers?
Jennifer: Yeah.
Lisa: And I tell people like, talk about what you care about. Your people will find you. And you’ll find your people. But you have to be willing to talk about what you’re really passionate about, what you’re really interested in.
I hear people be really dismissive of Twitter, “Oh, it’s all about like what people had on their bagels.”
I’m like, well, you know, if you’re not interested in people’s bagels, then
A, don’t talk about bagels and,
B, don’t follow people who talk about bagels.
It’s okay if those are not your people, those are not your people. But if you’re interested in talking about bigger things…
If you’re interested in talking about, I don’t know, global politics…
If you’re interested in talking about social movements…
If you’re interested in talking about domestic violence…
If you’re interested in talking about, I mean, just a huge number of topics come out on Twitter.
And you can follow people who are talking about things you care about. And then you get to contribute to those conversations as well.
Jennifer: You’ve been on Twitter for so long that you’ve really seen that kind of evolution over time. You’ve seen these kind of conversations develop and participated in them yourself.
You also start conversations about somewhat controversial topics. I know adoption is very important to you, something you talk about on Twitter prolifically, and it’s important to me as well. We are both adoptees and so this is one thing that I wanted to talk with you about today.
Why do you choose to talk about adoption on Twitter? What kind of responses have you seen to it?
Lisa: Yeah. Everybody has to have an unpopular opinion, and these are my unpopular opinions.
I was very interested in talking about that more because I didn’t have people in my immediate circles, like my actual physical circles who were talking about that. It was very isolating.
There’s something very powerful about finding people who are having those same conversations. When I started feeling like I was this lone person having these thoughts. “Oh my god, like, who else is having these thoughts? Oh, wow. There’s a bunch of people on Twitter having these thoughts.”
TikTok also is having a moment in terms of adoptees talking about their experiences. I am not a TikTok adopter yet. I feel like I’m too old.
Jennifer: I don’t think that’s true. But I’m not on TikTok either, so.
Lisa: I know. People are like, “Oh my god, but the cat videos are really good.” I’m like, okay, well maybe I’ll be there someday. But yeah.
I talk about adoption a lot because I want people to know that it’s more complicated than people think.
People oftentimes think about adoption as an unqualified social good. People kind of uncritically think, “Oh, well, you know, it’s kind of a win, win, win for everybody.”
I want people to know it’s more complicated than that. That there is some real things that we should think about.
Adoption intersects with everything. Absolutely everything. It intersects with
Race
Class
Gender
Disabilities
Sexuality
Indigenous rights
It intersects with everything.
Just wanted to say that if you’re feeling disoriented because your assumptions about adoption as an unqualified social good have been suddenly disrupted, it’s normal to feel like the rug has been pulled out from under you. Welcome.
We’ll see like what our kind of reaction there is Supreme Court has to say about that. I’m not super optimistic, but that’s a really big. We should care about those things. And that really gets to the heart of things like tribal sovereignty.
Also thinking about not just like my own experience as an adopted person…But then also thinking about, there are child removals happening every day in courtrooms all across the nation. They get less press, but they are still happening and they’re happening predominantly to black families. We should care about that.
Adoption to me like has all of these really big social issues that are embedded in it. I feel like I have a really, I don’t wanna say unique perspective ’cause like there’s nothing particularly unique about my perspective. But that I have something to say about that.
Jennifer: You have a platform and an audience who’s also curious about learning more about it too.
I notice that the people who follow you do engage in those conversations and they do engage in the things that you share about it. And oftentimes they’re maybe a little surprised by something, but they’re open to it.
Introducing that kind of conversation now when it’s become so important, because adoption is being touted as this solution to abortion in the United States, bringing up this conversation on social media, in that public space, it’s like activist work.
Lisa: Yes.
Abortion and adoption have very little to do with each other but I’m over here screaming into the void about adoption politics because I want people to understand how utterly inappropriate it is to suggest adoption as a “solution” (as if one were needed) to abortion.
Jennifer: I really appreciate it as an adoptee myself. I was adopted from Peru in the 80s, which was before they had regulations. There were over 700 babies adopted from Peru annually. When they put regulations in, that number dropped down to 70 per year. It was a massive difference when governmental agencies do step in and start regulating something. There are lots of issues with adoption.
Lisa: Absolutely.
Jennifer: I did not have the most supportive adoptive parents. I will be honest and say that they both each told me separately that they regretted adopting me.
Lisa: Oh. I’m so sorry.
Lisa: And they both passed away because they were quite a bit older. They both passed away before I went to college. I struggled a lot.
It was actually through social media that my birth family from Peru, contacted me again and found me.
Lisa: Wow.
Jennifer: They reached out to me and they were like, “We wanna talk to you. We want to be your family.”
Lisa: Oh, amazing.
Jennifer: It was lovely. But even that was a little scary for me, it took to getting used to.
Lisa: Yeah.
Jennifer: When I was a kid, if you ask me if I regretted being adopted or anything, there’s no way I would say no.
Lisa: Yes.
Jennifer: There’s no way I would say anything other than, “I’m so happy to be here.”
Lisa: Yes.
Jennifer: But the truth was, it was really hard.
Lisa: Yeah, absolutely. I said something the other day. It’s really weird that we assume that the way we feel about adoption at like age 8 is the way we’re gonna feel about it our whole lives.
Jennifer: Right. Yes.
When I hear adoptive parents tell me their children are FINE and that they don’t care about adoption or their birth families (often expressed with relief), I want to remind them that our feelings about adoption often change over time.
Lisa: People’s feelings change. For me, when I searched and found birth family my perspective changed radically. I was like, “Oh, wow. Like this thing, this thing that we’re all so excited about, has some really dirty history.”
Jennifer: Yeah.
Lisa: It has some really sad history.
Jennifer: Yes.
Lisa: I was a Peace Corps volunteer in 2004 to 2006, and that’s when the Guatemalan Adoption Program was in full swing.
Massive numbers of children were leaving the country. And so whenever I would go to the airport, it was like, there were 3 Guatemalan babies on my flights with their new white adopted parents. Then every time I came back to Guatemala, I made a couple trips home during my service. Yeah, there were like 3 couples at the gate waiting to go to Guatemala and they had all the baby stuff and no baby. And I was like, oh, I know what you’re doing.
It was just the scale of it was so shocking. This is a country, and Peru shares some of this history, that had been absolutely torn apart by war and by genocide and all kinds of really terrible things.
Jennifer: Yes.
Lisa: And who is going to rebuild that? Children are people’s futures. And here was this massive flood of children out of the country. It was just really, really shocking to me.
Jennifer: Hmm. Oef.
That’s why it’s so important to talk about these things online. And I’m really glad that you’re always sharing books and articles where people can learn more.
I know that I’ve learned more myself from it and it’s helped me kind of process my own thoughts and feelings about adoption.
Lisa: Yeah.
Jennifer: I’m in my thirties, like it takes time to sit down and think about these things and kind of go through what we think personally. And then to better understand the cultural, sociological, and all of the implications of it and it lasts for a lifetime.
Lisa Munro’s future book and the politics of adoption
Lisa: So that’s gonna eventually be my book. Because everything I talk about on Twitter, that’s eventually gonna be my book.
Jennifer: Really?
Lisa: It can’t be my book right now.
Jennifer: Okay.
Lisa: But it’s eventually gonna be my book. So yeah, it just really come-
Jennifer: Well, sign me up to be an early reader because I wanna read that book.
Lisa: Thank you. I really wanna write that book. You know, people say, “Write what you wanna read.” That’s what I wanna read.
Jennifer: Yeah.
Lisa: Yeah.
Jennifer: Now a lot of the professors that I talk to feel really anxious, or scared, or fear about posting about something online that they know that other people might not react to well.
I know that there’s got to be some people out there that are super pro-adoption that don’t like what you say. What kind of reaction have you had to that?
Lisa: Yeah, I get a lot of defensiveness from adoptive parents.
Part of that I think is because nobody wants to think of themselves as complicit in a system that really hurts children. None of us wanna be a part of that. And yet we’re all kind of implicated in that.
I often say we’re all part of that because we’re always creating ideas about families, about children. About who gets to have children. Who doesn’t get to have children. Who should have children. Who shouldn’t. And why, and how.
And so we’re all kind of participating in creating those ideas. It’s not just the idea that adoption somehow just involves like adoptive parents, birth parents, and adoptees. I think is one of the biggest lies out there.
Jennifer: Right.
Lisa: We’re all creating those ideas, because ultimately we’re all collaborating whether it’s conscious or not. We’re all collaborating in the idea that some people shouldn’t have children.
Jennifer: That’s true.
Lisa: And some people are deserving of other people’s children.
Oftentimes adoptive parents will push back on me and they will say, you know, “Adoption is just another way to build a family.”
To which I say, “No, it’s a deeply political decision.”
Jennifer: Hmm.
Lisa: I mean, you are making a choice there, that somebody doesn’t get to have their child. Somebody shouldn’t have their child. That’s essentially what that means.
And that’s an unpopular opinion.
So I do a lot of muting because people, you know, people get nasty.
Jennifer: Yeah.
Lisa: I do a lot of muting. “Okay, you can still follow me and learn, but I’m not going to engage with that, I’m not interested in that.”
I do a lot of blocking if people are really obnoxious.
But I hope people keep following and keep thinking. Because a lot of people have told me like, “Wow, I was really kind of resistant to what you said at first. It didn’t make sense to me. I didn’t understand. But you know, I kept engaging with your tweets and kept reading. And I’ve really learned a lot from you.” I’m like, okay, like that seems really great to me.
The ideal would be when people feel kind of defensive that they would ask genuinely curiously. That they would approach with genuine curiosity and not with sort of ‘gotcha’ agendas or with some really toxic stuff that they’re still carrying around.
Jennifer: Yeah.
Lisa: A lot of adoptive parents are dealing with their own traumas.
Jennifer: Right.
Lisa: In my circle, we often say, “Adoptions cures childlessness, but it’s not gonna cure infertility.” It’s not the same to have somebody else’s child.
Jennifer: Right, right.
Lisa: It’s not the same to raise somebody else’s child.
That can’t fix that very deep grief when having your own child doesn’t work out for you. And that is very sad.
Jennifer: Right.
Lisa: But having somebody else’s child doesn’t fix that either. I think a lot of adopted people feel like they were adopted to fix those problems.
It never really works for either adoptive parents or adoptees to be emotional airbags.
Jennifer: Okay. It sounds like you do get negative reactions.
For most of them, you mute people because you just don’t wanna see that. But they’re welcome to still follow you and engage in your Tweets.
Lisa: Yup.
Jennifer: For other people, you do block them because it’s a way to protect yourself and your audience.
But you do respond to questions. I love that. You do respond to people who are genuinely curious and wanna engage in a conversation.
Lisa: I do. Yeah. Exactly. Like somebody said to me the other day, “Oh my gosh, but what could be so wrong about giving a child loving home?”
And I was like, okay, well let’s think about this. Let’s start thinking about this a little bit critically. Like,
Who’s relinquishing children?
Why are they relinquishing children?
Who’s adopting those children?
Why are they adopting those children?
What’s that process like?
What’s supposed to be the ultimate outcome?
Who’s benefiting, and who’s not?
These are sort of basic critical thinking questions I used to teach undergraduates. How to make these same basic critical thinking questions. But somehow adoption has been exempt from critical thinking for a long time.
Jennifer: I agree.
Lisa: And I really aim to change that.
Jennifer: Oh, yay, I’m glad we talked about this. I feel like even though we were here to talk about writing community, talking about the things that you’re interested in, the things that you’re passionate about on Twitter can really make a difference for how connected people feel with you.
Lisa: Yeah.
Jennifer: For how long they stay connected with you and for how much they actually share what you’re saying. So I really appreciate that.
Academic journal article writing workshop starts September 6
Jennifer: Now back to article writing for academics, that’s listening to this, right?
Lisa: Yes.
Jennifer: I really want them to be able to benefit from help from you, from your groups, from your workshops.
What do you have coming up that they can get involved in?
Lisa: I have something great coming up. One of the best things I do is a journal article writing workshop, Kickstart Your Journal Article. I love the metaphor of like kick starting a motorcycle, right?
Because well one, people are not learning how to do this. I mean, imagine in corporate America, if you had something that was like a major part of your job and yet you received no training in it. That just makes no sense.
Frequently, for academics, writing is currency, right? Writing is what gets you citations which gets you jobs, which gets you promotions, etc.
Jennifer: Yeah.
Lisa: People don’t learn how to write. I don’t remember ever getting explicit writing instruction in graduate school. I don’t remember. I know we had a Writing Center, but I don’t know that anybody…Not to dis on writing center people because they do an absolute tremendous job. But that wasn’t quite the help I needed at the time I think.
Jennifer: Yeah. You needed a different type of professional development for your writing.
Lisa: Yep. Yep.
Jennifer: Not that kind of one-on-one individuated support, but like: how to write.
Lisa: Yep. Exactly. There’s a lot of grad school that’s like, “Well, you know, you’ll figure it out.” I think that’s a crappy system.
Jennifer: Yeah.
Lisa: I don’t think we should be doing things that way. We should be teaching people how to do things, not assuming they’ll figure it out eventually.
Jennifer: Especially when it’s such a big part of their future career.
Lisa: A huge part, and yet you’re supposed to just figure it out.
A lot of novice authors I know, they’ve tried to figure it out on their own. They’ve written articles that aren’t very good. They get rejected. They aren’t sure how to deal with reviewer comments. So then they like trash the whole article. Or never send it out again.
Jennifer: So there’s issues with the whole process. Not just getting started writing, but when you’re not actually taught how to do the whole process, you can run into problems at every step of the way.
Lisa: Absolutely. Absolutely. And academia is full of secret handshakes. You have to know how to do the thing. There’s a lot of unspoken rules.
Jennifer: Right. That’s true.
Lisa: So, you’re a person who’s like trying to figure out how to write a journal article and you know you need to learn the secret handshake, but you’re not like quite sure what it is. You’re like, does it start like this? Or is it like backwards? Or do we high five first? Like, how do we, what do we do? And no one will tell you.
I will tell you.
That’s my other thing is really come and learn how to do this. A lot of people have told me that this is the best professional development thing they’ve ever done.
Jennifer: Wow.
Lisa: And not only has it allowed them to write articles…Now like I’ve been doing this long enough now I’m starting to kind of hear back on people’s articles and people are like, “Hey, I got an R&R [Revise & Resubmit],” and, “My article got accepted here.”
And I’m like, well of course it did ’cause you’re brilliant.
But that also, what I teach people also trickles down into their teaching. They’re like, “Oh my gosh, you know, you remember that week in which we talked about how to give really good feedback? Well, I used that with my undergraduates and we got fantastic feedback and everybody felt really good about it.” And you’re like, okay, like, fantastic.
Like we just have to learn to do this a little better. When you don’t know how to give feedback, that’s when you become Reviewer #2. And that doesn’t help anyone.
I think we can do a lot better. And so I aim to do a lot better.
So I’m giving a 12 week workshop actually, and there’s a couple other weeks built in there. There’s a break because everybody needs one, and then an introductory session. So it turns out to be 14 weeks, so it’s like a semester.
We meet every single week and talk about your writing. We talk about different aspects of your writing, this is all based on Wendy Belcher’s fantastic workbook, Writing Your Journal Article in 12 Weeks.
A lot of people have told me like, “Oh my gosh, like the thing that was so valuable to me was that I just had a place to come and talk about my writing.” Like, “Oh, I’m really struggling with this,” or “I don’t really understand this part.” Or, “Oh my gosh, like I read this part and suddenly my mind was blown and I made a ton of progress.” Like, fantastic, let’s talk about all of that.
Jennifer: And just for anyone who’s curious, you and Wendy know each other, is that right?
Lisa: Yeah. Yeah, absolutely. Yep, absolutely. And it’s really fun that she’s on Twitter because you can like tweet her questions about article writing or like, “Oh my gosh, I submitted my article!” And she’s super excited too so.
Jennifer: Yay. Oh, I love that.
Lisa: Yeah.
Jennifer: So there’s writing community on Twitter. There’s writing community on all social media platforms, but if you’re looking for that accountability and that writing community, you can join Lisa’s private Mighty Networks community.
And if you’re looking for the support to actually kickstart your journal article, you should join her workshop .
Lisa: Yeah. It’s a lot of fun. One recent person in my cohort, said you know, “Lisa, I’m never gonna love writing, it’s hard for me, but because of your workshop, I hate writing less.” And I was like, that’s victory!
Jennifer: That’s good. Yeah.
Lisa: I’ll take it. Yep, absolutely. That’s a win. That’s a total win.
Now, Lisa, for people who want to get in touch with you, who would like to follow you on social media, how should they do that?
Lisa: Yeah, I’m kind of email averse. I’m like the adult who doesn’t know how to email. Hit me up on Twitter. That’s the absolute fastest way to get a response from me. If I could just tweet everyone who wants to email me, it would be amazing. So I’m on Twitter, I’m @LLMunro.
Jennifer: Perfect. Well, Lisa, it’s been so wonderful to have you on to talk about writing community, to talk about your Mighty Networks, especially how you don’t like Facebook.
And also to get into our conversation about adoption and why talking about it online is so important. And why others should consider talking about the things that they’re passionate about, that they find important online too. Thank you so much for sharing that with me. Is there anything you’d like to add before we wrap up?
Lisa: No, I think that’s it. I’m really excited I got to be here today and talk to you, this has been a real joy.
Jennifer: Oh great. Well, Lisa, thank you so much. Have a great rest of your day.
Lisa Munro (@LLMunro) is an independent historian who helps fellow scholars create sustainable and joyful writing practices. She supports novice authors and early career researchers to get their ideas out into the world through writing retreats, workshops, and kind, constructive, and actionable feedback. Her own academic work examines informal imperialism in Latin America. She lives and works in Mérida, Yucatán, Mexico and also helps faculty plan short-term study abroad trips to Yucatán.
2015 is surely one of the most momentous years in a long time regarding debates about tenure, academic freedom, the Wisconsin Idea, budget cuts, etc. Yesterday’s balanced article (‘Tenure or Bust‘) by Colleen Flaherty, in Inside Higher Ed, is but the latest of a series of nuanced pieces Ms. Flaherty has produced this year about the unfolding of higher education debates in this Midwest U.S. state of 5.75 million people.
While I’m immersed in the tumult as a faculty member at the University of Wisconsin-Madison, I can’t help standing back and trying to look at the big picture. Studying, living, working, and visiting a range of other countries, including universities in Canada, England, China, Hong Kong, Singapore and France, as well as being based in the U.S. since 2001, often engenders a drive to compare. And when comparing and reflecting upon what this wonderful university and the state/national higher education system (systems, in reality) has to offer, I increasingly think too much is taken for granted, or assumed. This is a relatively risk-oriented society, and I’m struck by how many people (including many of of the people leaving comments below ‘Tenure or Bust‘) assume the system is ‘broken,’ resiliency can be counted upon, and mechanisms to turn the system on a dime exist, if searched for long enough. They also ignore path dependency, and prior developmental trajectories and agendas, the ones that have led us to where we are now, a nation that has some of the strongest and most dynamic universities in the world. Problems and weaknesses exist, of course, but people in Wisconsin and the U.S. more broadly don’t seem to know just how many other countries are desperate to create just the types of universities that exist here.
And what are some of the deep (core) principles and conditions that have led to the creation of so many world-class universities and higher education systems (at the state-scale) in Wisconsin and the U.S. more broadly? This question brings me to the words of Hanna Holborn Gray, the esteemed president of the University of Chicago from 1978 to 1993. In conference panel comments reprinted in the Summer 2009 issue of Social Research, Hanna Holborn Gray deemed universities to be a very important and special institution:
…the only institution in our world, that is, as it were, commissioned to always take a longer-term look. The only institution in our world that is commissioned, so to speak, to concentrate on the mission of discovery and learning, and the transmission of learning, on the elaboration and interpretation and debate over important ideas, over what is most important in the cultural world.
Emeritus President Holborn Gray then begged the question: “What is it that makes that profession or vocation possible? And what is it that makes the institution in which it is carried on a genuine institution?”
When for any reason, in a university on private foundation or in a university supported by public money, the administration of the institution or the instruction in any one of its departments is changed from an influence from without; when an effort is made to dislodge an officer or a professor because the political sentiment or the religious sentiment of the majority has undergone a change, at that moment the institution has ceased to be a university, and it cannot again take its place in the rank of universities so long as their continues to exist any appreciable extent of coercion. Neither an individual, nor the state, nor the church has the right to interfere with the search for truth, or with its promulgation when found. Individuals, or the state, or the church may found schools for propagating certain kinds of special instruction, but such schools are not universities, and may not be so denominated.
Genuine ‘universities’ like the University of Chicago and those that make up the University of Wisconsin System are associated with conditions of autonomy, and are spaces that respect and uphold academic freedom. And from the faculty perspective, academic freedom is significantly realized via the mechanism of tenure, which enables faculty to focus upon things like “establishing revolutionary theories about economics” (one of Milton Friedman’s many contributions in Chicago), the sustained basic research that underlies the creation of the iPhone (that the University of Wisconsin-Madison contributed to), challenging research questions related to democratization, authoritarianism, sexuality or violence, complex global challenges such as climate change, and so on. And in so doing, these faculty members (in association with staff & students) play a major role in creating the conditions that have helped us facilitate the formation of one of the world’s first university-linked technology transfer units (WARF) in 1925, through to generating research activity and spin-off firms that has made the Madison city-region one of the US’s most advanced industrial bases (according to the Brookings Institution in 2015) — a now common process of geographical concentration that the World Bank and others (e.g., David Warsh) note is inevitable, but defacto functions as ‘engines’ for regional and national economies.
I have no doubt the vast majority of the University of Chicago’s current faculty would make the same argument I am above: after all, that great university’s leadership has been doing so since it was founded 125 years ago in 1890. Visionary leaders like William Rainey Harper and Hanna Holborn Gray were aware that the long and challenging road to build one of the most dynamic and powerful higher education systems in the world depended upon more than platitudes about ‘academic freedom’ – academic freedom actually had (and has) to be realized each and every day.