Tag: Grad

  • Her grad school tried to expel her for a tweet about Cardi B. Now they’ll pay a $250K lawsuit settlement

    Her grad school tried to expel her for a tweet about Cardi B. Now they’ll pay a $250K lawsuit settlement

    • The University of Tennessee’s pharmacy school twice investigated a grad student for her sex-positive social media posts.
    • UT voted to expel her from her doctoral program — but reversed its decision when FIRE intervened.
    • Today’s settlement is a warning to colleges around the country: If you police students’ personal online expression, there will be consequences.
    • Student: ‘We all need to speak up when someone tries to take our rights away — our voice is way too powerful to let anyone shut it down.’

    MEMPHIS, Tenn., Jan. 29, 2025 — After her First Amendment lawsuit set precedent last fall for student free speech rights, Memphis pharmacist Kimberly Diei agreed to a $250,000 settlement with the University of Tennessee. 

    School administrators twice investigated and nearly expelled Diei over her sex-positive social media posts on her personal account. Concerned she and other students would face future investigations for speech fully protected by the First Amendment, Kim connected with the Foundation for Individual Rights and Expression to sue UT on her behalf in 2021. 

    “UT’s pharmacy school learned an important lesson today,” said FIRE attorney Greg H. Greubel. “There is nothing unprofessional about students expressing love of hip-hop and their sexuality on social media. Kim has proven something FIRE has said for 25 years: The First Amendment robustly protects students’ rights to have a voice outside of school, even if college administrators don’t like what they have to say.”

    COURTESY PHOTOS OF KIM DIEI

    Just a month into her studies in September 2019, UT’s pharmacy school investigated Kim for her social media content focused on sexuality, fashion, and music. The college justified the investigation by using vague “professionalism” standards — standards it never provided to Kim — but ultimately dropped that first investigation. 

    In one tweet, Kim contributed to a trending discussion on Twitter about the song “WAP” by Cardi B and Megan Thee Stallion, suggesting lyrics for a possible remix. In another, she posted a selfie and referenced lyrics from a popular Beyoncé song.

    Unfortunately, Kim’s ordeal was not unique. For years, colleges around the country have wielded professionalism codes against students for their expression even when the student’s speech has no bearing on their ability to succeed in a given field. Kim’s posts were wholly separate from the college, as her accounts operated under a pseudonym and did not reveal her then-identity as a student. 

    Yet by the following year, Kim was under a second investigation, and UT administrators voted to expel her. In the midst of preparing for exams, she appealed to the dean, who reversed the decision after hearing from FIRE. Then, FIRE sued on behalf of Kim in February 2021.

    “I wasn’t about to let my university get away with silencing me or any other student for speaking our truth,” Kim said. “Staying positive while fighting for my rights for years wasn’t easy, but it was necessary. We all need to speak up when someone tries to take our rights away — our voice is way too powerful to let anyone shut it down.”

    Kim’s posts complied with the social media sites’ policies and involved expression that the First Amendment squarely prevents public universities from investigating and punishing. 

    In 2024, a federal appeals court agreed, ruling that her expression — which administrators called “sexual,” “crude,” and “vulgar” — was “clearly protected” by the First Amendment. Crucially, in a blow to the qualified immunity that often shields government actors from paying damages for violating constitutional rights, the court emphasized that previous Supreme Court precedent and prior Sixth Circuit rulings put “beyond debate” that the First Amendment protects Kim’s speech.

    “Students don’t give up their free speech rights the day they sign up for grad school,” said FIRE attorney JT Morris. “Without FIRE, UT could have derailed Kim’s whole professional career. We were proud to fight for Kim. Her win will help protect students everywhere from campus censors at public universities.”

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT:

    Daniel Burnett, Senior Director of Communications, FIRE: 215-717-3473; [email protected]


    PRONUNCIATION GUIDE:

    Kimberly Diei (DEE-ay)

    Greg Greubel (GRU-bul)

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  • Career planning advice for grad students/mentors (opinion)

    Career planning advice for grad students/mentors (opinion)

    lvcandy/DigitalVision Vectors/Getty Images

    As a trained scientist, I had a fantastic research mentor. We talked about my research project, which experiments to prioritize and what the data meant, and we even sometimes discussed personal things like family and ties to home. When I joined his lab, I was open with my mentor about my interest in a teaching career and my desire to run a small research program working primarily with undergraduates. However, my career aspirations evolved over the course of my graduate training, and I found myself hesitant to share my new career goals. Though I recognized that my interactions with my mentor were quite positive and supportive, I still feared that sharing my non–academic scientist aspirations would somehow disappoint him, or worse, that I wouldn’t get the fullest support for my research training.

    Now, as a career development professional who advises biomedical Ph.D. students, I see this same pattern often. Students express feeling comfortable discussing their research and academic endeavors with their research mentors but hesitate when it comes to discussing career plans outside academic research. They fear not receiving the same level of support and training, letting their mentor down, or being seen as less committed to their research and academic pursuits.

    While I find these feelings familiar, I now encourage students to push past these fears. Students can receive valuable guidance and access to further opportunities when they engage in career conversations with their mentors. I also advocate for research mentors to be intentional about incorporating career planning into their training and mentoring conversations. What follows is advice for both students and research mentors for having more productive and positive career conversations.

    For Students

    Having career conversations is a professional skill you can learn.

    The first thing you need to know is you are not alone. Feeling apprehensive about talking to your mentor about your career is completely normal, especially if you have not engaged in these conversations before or if you are expressing a desire to explore careers outside academia. Even if your mentor hasn’t followed the career path you’re considering, they can still offer guidance, opportunities to help you develop transferable skills and connections within their network who may offer inroads into other career sectors.

    Start career conversations early. Waiting until you’re rushing to graduate or scrambling for the next step often results in missed opportunities to prepare effectively. Starting these conversations early gives you time to explore different options, take advantage of targeted learning opportunities and make more informed decisions. For example, you could start the conversation with your mentor by saying, “I’ve been learning about careers in science policy and how Ph.D.s can impact policy and regulatory rules in government roles. I’d love to hear your thoughts on this type of career and any advice you might have for exploring it further.” This approach invites your mentor to join the conversation as a collaborator and can set the stage for regular career conversations.

    Engage in reverse mentorship. Instead of assuming your mentor cannot help with careers outside academia, consider this an opportunity to take a proactive approach in researching career options and sharing what you learn with your mentor. This can help educate your mentor and also serve as a springboard to discuss transferable skills and potential opportunities. For example, you might say, “I’ve been learning about career opportunities for Ph.D.s in biotech project management roles. These positions value skills like leadership, data interpretation and cross-functional communication. Could we talk about how I might develop these skills further in my current work?” This approach positions you as an active learner and invites your mentor to help you acquire the skills you need. As your mentor learns about the transferable skills most relevant to your career preparation, it may also lead to opportunities where you and your mentor can align your research endeavors with skills needed for your future.

    Use an individual development plan to guide regular conversations. Having one career conversation is a great start, but ideally you would have these conversations on a more regular basis. An IDP is a great tool for structuring regular career discussions with your mentor and is often used on an annual or semiannual basis. The IDP can guide you to reflect on your career interests, identify skills you want to develop and set clear, actionable goals. You can then share and discuss your IDP with your mentor during regular check-ins to seek their advice on your goals and progress. This provides a collaborative approach to your career planning, keeps your discussions focused and over all helps you both be more transparent with your planning. Many Ph.D. programs provide their own customized IDPs that incorporate research and career planning. Another widely used resource is the myIDP tool from Science Careers, which provides a step-by-step framework for self-assessment, career exploration and goal-setting.

    For Research Mentors

    You can support career discussions, even outside your area of expertise.

    For research mentors, it’s understandable that these conversations can feel daunting when you don’t have experience in the career fields your students are interested in. However, mentors don’t need to be experts in every career to provide students with meaningful support, valuable connections and opportunities for skill enhancement.

    Normalize career discussions. Encourage your student to talk about their career aspirations early in the mentoring relationship and be supportive of careers outside of academia. This signals to your student that their career is just as important as their research, and you’re invested in helping them succeed whether they choose an academic career or not. You can start by simply saying, “I know your interests may change throughout your studies, but what are some career options you are currently considering after graduate school?” Asking your student what they are considering is a much less intimidating question than “What do you want to do or be?” It also invites your student to be more open with what they are thinking and creates space for their choices to evolve as they gain further experiences.

    Ask questions and offer connections. Even if you don’t know much about, say, a career in science communication or technology commercialization, you can still ask reflective questions to help your student clarify their goals. Asking, “What excites you about this path?” or “What skills do you think are important in that field?” shows interest and invites further conversation. If possible, you can then connect them with lab alumni or professionals in your network who may have more expertise in that specific career field. Your institution may also have a career development office that you can refer your student to for further career-readiness support. If you truly don’t know about the career, sharing a willingness to learn can set the stage for productive conversations in the future.

    Recognize the value of transferable skills. Your student is learning a wealth of skills in their academic and research experiences. As their mentor, you can assist your student in understanding how the research skills they’re developing—such as critical thinking, data analysis, grant writing and project management—can apply broadly across many careers. Additionally, as your student identifies skills they will need in the specific career they are targeting, you may be able to help them gain experiences honing those skills. The student interested in scientific writing may become your go-to person for editing, and together you can plan to have the student lead efforts on a comprehensive review and assist more with grant writing. Or you may ask the student aspiring to move into data science to take on a project analyzing large data sets and give them more opportunities to practice their programming skills. When you align transferable skill development with research endeavors, you’re actively supporting your student’s career goals in a way that is productive for both of you.

    Acknowledge that career choices are based on personal and professional goals. Your student’s career decisions are based on both their personal priorities as well as their professional ambitions. Family planning, financial stability, caregiving responsibilities, health needs, visa restrictions or a need for geographic flexibility are just a few of the many factors that influence career decision-making. If you treat these considerations as unimportant or secondary to research, you will not adequately help your student navigate key factors in their long-term career decision-making. However, encouraging your student to integrate both personal and professional priorities into their career planning demonstrates an investment in them as a whole person and supports them in making thoughtful and sustainable career choices aligned with their personal needs.

    Coda

    I still remember my own mentor’s reaction when I finally shared my career goals. He admitted that he didn’t know much about the career I wanted to pursue—academic administration—but he then reassured me of his support. It turned out that I didn’t need to be nervous about this conversation. He was happy to provide supportive recommendation letters, help me make connections, serve as a positive job reference and offer general job-seeking advice. I graduated shortly thereafter, and his support played a critical role in landing positions early in my career. My only regret when I think back to my time as a graduate student is knowing that I could have begun to have these career conversations sooner.

    Raquel Y. Salinas is the director of student affairs and career development at the University of Texas MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

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  • Report on Grad Student Preferences

    Report on Grad Student Preferences

    According To the New UPCEA and Collegis Report, 71% of Prospective Graduate Students Prefer Fully Online Programs

    Findings highlight the need for strategic outreach to address master’s degree enrollment challenges in a competitive market

    [Washington and Illinois] – December 16, 2024 – A new report released today by UPCEA, the online and professional education association, and Collegis Education, a higher education solutions tech-enabler, highlights the growing interest in online master’s degree programs that provide flexibility, transparency and streamlined communication in graduate programs. Based on a survey of over 1,000 prospective graduate students, Building a Better Pipeline: Enrollment Funnel Needs and Perspectives from Potential Post-Baccalaureate Students reveals key insights for higher education institutions aiming to improve graduate recruitment strategies.

    “We are entering a period where every enrollment matters. Enrollment growth for graduate programs has been stagnant for the past 15 years, despite the number of baccalaureate degree holders growing. Future success requires colleges and universities to better align offerings with student preferences and communicating on their terms,” said Jim Fong, Chief Research Officer at UPCEA. “Listening to prospective students’ interests and addressing their needs provides a stronger roadmap for institutions to succeed in what will be a hyper-competitive landscape.”

    Key findings from the report include:

    • Delivery Preferences: Fully online programs are the most preferred format, with 71% of respondents showing strong interest, followed by hybrid formats (53%).
    • Program Priorities: A specific program of study is the top consideration (54%), followed by institutional reputation (28%) and delivery method (18%).
    • Communication Preferences: Email remains the preferred contact method for 47% of respondents during the inquiry process, with most willing to share basic details such as their name and email address.
    • Engagement Challenges: Sixty-two percent of respondents said difficulty finding basic program information on an institution’s website would cause them to disengage. At the same time, financial concerns dominated the latter stages of the application process.

    The report highlights a growing demand for master’s degree programs, which 65% of respondents identified as their top interest. It also points to an urgent need for institutions to address gaps in their outreach strategies to meet these demands effectively.

    “As higher education faces tightening budgets, strategic investments in program delivery and candidate outreach have never been more important. These findings emphasize the need for a fully transparent graduate search experience – from program research to application – to engage and inform students so they can see the value and affordability from the start,” said Tracy Chapman, Chief Academic Officer of Collegis Education. ”Institutions that leverage data, technology, and talent can strengthen relationships with prospective students to build communication and trust.”

    With graduate enrollment projected to grow by just 1.4% over the next five years, institutions must innovate to stay competitive. The report provides data-driven insights to help universities design more effective outreach and recruitment strategies, particularly in light of the 32% increase in master’s program offerings since 2017, which has led to a 15% decrease in average program size.

    Actionable Insights for Institutions

    With graduate enrollment projected to grow by just 1.4% over the next five years, institutions must innovate to stay competitive.The survey revealed that requiring too much personal information in online request-for-information (RFI) forms often leads to student disengagement. Institutions should streamline these forms and prioritize providing clear, accessible program details—such as tuition, course requirements, and job outcomes—on their websites. UPCEA’s analyses show that many institutions lack this essential information, which can deter potential applicants early in the inquiry process.

    In light of the 32% increase in master’s program offerings since 2017, which has led to a 15% decrease in average program size, this report provides vital data-driven insights to help universities design more effective outreach and recruitment strategies.

    Methodology

    Conducted in August, the survey was completed by 1,005 qualified participants. Qualified respondents were between the ages of 18 and 64, held at least a bachelor’s degree, were not currently enrolled in a post-baccalaureate program, and were at least somewhat interested in pursuing further education. Nearly a quarter (24 percent) of respondents were 55 to 64 years old, 18 percent were aged 46 to 54, and 14 percent were 23 to 26 years old, showing deep interest in fully online graduate programs regardless of age.

    For more information on the survey findings, download the report at https://collegiseducation.com/insights/student-experience/research-report-graduate-student-perspectives/

    # # #

    About UPCEA:

    UPCEA is the online and professional education association. Our members continuously reinvent higher education, positively impacting millions of lives. We proudly lead and support them through cutting-edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision-makers and influencers in education, industry, research, and policy interested in improving educational access and outcomes. Learn more at upcea.edu.

    About Collegis Education:

    As a mission-oriented, tech-enabled services provider, Collegis Education partners with higher education institutions to help align operations to drive transformative impact across the entire student lifecycle. With over 25 years as an industry pioneer, Collegis has proven how to leverage data, technology, and talent to optimize institutions’ business processes that enhance the student experience. With the strategic expertise that rivals the leading consultancies, a full suite of proven service lines, including marketing, enrollment, retention, IT, and its world-class Connected Core® data platform, Collegis helps its partners enable impact and drive revenue, growth, and innovation. Learn more at CollegisEducation.com.

    Media Contacts:

    UPCEA
    Molly Nelson
    VP of Communications
    [email protected]

    Collegis Education
    Alyssa Miller
    [email protected]
    973-615-1292

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  • Podcasting with Allanté Whitmore, PhD of Blk + In Grad School

    Podcasting with Allanté Whitmore, PhD of Blk + In Grad School

    Have you thought about starting a podcast?

    @BlkInGradSchool

    Allanté Whitmore, PhD started the Blk + In Grad School podcast on her phone, a podcast created to encourage and inspire people of color in grad school. It’s since grown to over 160 episodes with a new season on the way.

    Discover Allanté’s journey as a podcast producer and host. It’s all in this featured interview on The Social Academic blog.

    You're invited to the 6th annual Grad School Success Summit this May 22-24, 2023.

    Meet Allanté

    Jennifer: Hi, everyone. This is Jennifer van Alstyne. Welcome to The Social Academic featured interview series.

    Today, I’m speaking with Dr. Allanté Whitmore. We’re gonna be talking about podcasting, which is something a lot of you have been interested in. I’m excited for you to be here today.

    Would you please introduce yourself? Just let everyone know who you are?

    Allanté: Absolutely. Jennifer, thank you so much for having me on the podcast. We’ve been internet buddies for years now which is kind of amazing. So excited to be here.

    So hi, everybody, my name’s Allanté Whitmore, PhD. I recently completed a joint PhD in Civil Engineering and Engineering and Public Policy at Carnegie Mellon University where I studied autonomous vehicle policy research.

    On the weekends, and in the wee hours of the night, I built a podcast and community called Blk + In Grad School. There I chronicle my experience as a black woman pursuing a PhD in Engineering. I also interview other graduate students and early career professionals about their graduate experience. With the whole hope of

    • Motivating
    • Inspiring
    • Providing tips and tricks
    • Mindset shifts

    for graduate students to get through their journey.

    Jennifer: Oh, I love that. What a good podcast topic. It’s also gonna help so many people. It’s one of those things that those resources are gonna be valuable to people again and again for years to come.

    I’m not a big podcast listener, but I love the episode that you did about decorating your apartment on a grad school budget. I was like, ‘Oh my gosh, so many good tips. And I’m a big thrift storer. I really enjoyed that.

    I love that you interview a lot of black women and really give them a platform to share their stories and their advice.

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    Allanté started a podcast to create the resource she needed in grad school

    A mobile phone with the Blk + in Grad School Spotify page pulled up on the screen. A pair of over ear headphones are plugged into the phone.

    Jennifer: What inspired you to start a podcast?

    Allanté: Yeah, absolutely. Honestly, my own experience through grad school.

    Prior to going to Carnegie Mellon, I finished my master’s at the University of Illinois at Urbana-Champaign. And I did undergrad at North Carolina Agricultural Technical State University which is a historically black college [HBCU].

    The transition between my undergraduate experience and grad school was very jarring.

    A lot of people maybe assumed because I moved from an HBCU to a predominantly white institution…the academic rigor was the same.

    It was the social pieces and some of that kind of hidden curriculum around how one navigates themselves as a graduate student that I really wasn’t knowledgeable about.

    I really stumbled through my 1st graduate school experience. I didn’t know I was supposed to show up to Friday coffee to connect with my professors. I wasn’t really involved or engaged in a way that was beneficial to me as someone who’s aspiring a profession and career.

    When I left, I finished my master’s, I went and worked in Detroit at the McNair Scholars Program at Wayne State University. I led that program. If you’re not familiar with McNair Scholars, it’s a program that helps 1st generation low income students go to graduate school. There, I got all this professional training around grad school readiness and retention in graduate school.

    Coupled with my own experience in my professional training, I just felt when I decided to go back to graduate school…There was so much I wished someone told me that had nothing to do with the technical or academic skills we need to be successful. I think a lot of us have that already.

    It’s just like, oh yeah

    • You’re supposed to go to Friday coffee.
    • This is how you manage a meeting with your advisor.
    • Here’s how you kind of work through those stickier situations where we may not have a safe space to ask those questions at our university.

    That is how Blk + In Grad School started. The whole idea was what I wish someone told me. The research I wish I had when I started back in 2012.

    Jennifer: Oh, I love that. It sounds like what you went through in your experiences helped inspire you to create this beneficial resource for everyone who is going through it now. And who may be advising students who are also going through this journey.

    You said earlier, ‘hidden curriculum.’ In grad school, especially if you’re not from an academic family, if your parents aren’t PhDs. Especially if you’re from a low income household…There are these kinds of hidden curriculum things that no one’s gonna tell you unless someone like you creates resources around it. I love that you’re welcoming that community and starting that conversation for so many people across the country.

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    Getting started with podcasting in grad school

    Jennifer: Now how did you get started podcasting? A lot of people are like, ‘Oh yeah, I wanna have a podcast.’ But what was the process for you like when you were getting started and hitting the ground running?

    Allanté: Oh yeah, absolutely. Now, I would not recommend my path [laughs].

    Jennifer: That’s good to know too.

    Allanté: This was 5 years ago. Okay? When you could start things on your phone. I swear y’all, for those listening, I literally grabbed my phone and put the mic as close to my mouth. If you go back to like the first 10 episodes they’re terrible because it’s literally me on my blow up mattress because I didn’t have a bed yet. I had just moved to Pennsylvania.

    I maybe did a little bit of light editing on my computer. But it was literally stream of consciousness. That’s how I started Blk + In Grad School.

    Then I upgraded to my computer. The next 20 episodes are me huffing into the computer.

    Then I finally invested in a mic and the quality improved.

    I started to invest in editing and started to think about crafting stories.

    I started interviewing people around the 20th episode as well. I was like, “Oh, this could be really good to bring in more perspectives, more experiences.” It was a very organic growth that happened from the start.

    I would not recommend starting with your phone anymore. We have really great inexpensive mics that you can get started.

    Jennifer: That’s so cool that it really was this project and you’re like, ‘I’m gonna do it. Even if it’s on my blow up mattress with my phone in my hand. I’m going to create this.’

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    What type of content creation is right for you?

    A graphic for different types of content creation. On the right, a black person is typing on an Apple laptop. Next to the laptop is a cup of black coffee. On the left, a camera and fluffy microphone are setup for a vlog. On top of both photos is a green star outline with white. Over the star is a large cutout of a microphone to represent podcasting.

    Allanté: Oh gosh. Another transparency moment for me: I actually hate writing. Right? [Jennifer laughs.]

    I’m an engineer. I’m an engineer through and through where I wrote quite literally what was exactly needed to get this PhD. And technical writing is way different than creative writing. I definitely feel more comfortable writing for research.

    In my life prior to being in graduate school, I’ve done a number of entrepreneurial pursuits. One of them was a blog. Hated it.

    Tried vlogging, hated it. I wasn’t able to keep up with it.

    And so what I love about podcasting is that I was able to be consistent. It was low pressure for me as someone who’s kind of on the go. Even now, I just left the gym. I have a hat on. Like, Jennifer looks beautiful. Eyebrows done, lipstick. I put lipgloss on and got here. And podcasting takes that pressure away from me.

    Jennifer: It does.

    Allanté: Yeah, so I can create consistently. And I’m not really worried about the visual…I love podcasts. I kind of started to realize the power of podcasting and having someone in your ears. And the intimate moment of listening to someone else’s thoughts or hearing their perspective.

    It just felt like a very natural fit because I had tried other forms. They weren’t really for me. And in this one, I was able to make stick.

    Jennifer: Yeah. So your podcast listener yourself. And you tried blogging and didn’t enjoy it.

    I really like the things you said about how it allowed you to really be consistent. That is so important when we’re creating something new. When we’re creating this kind of new project that is going to take an unknown amount of time.

    Really, when we’re starting out, that idea of consistency is something that a lot of people don’t think about.

    And when professors tend to approach me and they’re like, ‘I wanna start a blog. You know, I’m excited about this.” And I talk with them a little bit about some of the things that go into it. And how much work they might have to do in order to get things up and running. And they’re like, ‘Oh my gosh, I had no idea.’

    Finding a budget for a podcast editor

    A grid of select episodes from the Blk + In Grad School Podcast including recent and old episodes.

    Jennifer: Was there anything that was really surprising about the podcasting process that you learned once you kind of got into it?

    Allanté: In my 2nd year of my program, I moved into a cheaper apartment because I really was enjoying Blk + In Grad School. I knew I needed to be able to put a little money towards it. As a grad student I was earning nothing. But I was like, ‘Okay, I can now carve out $100-$200 a month toward an editor.’ That was the 1st thing I invested in to take that off my plate.

    It’s very time consuming and I’m grateful to my [podcast] editor who’s like one of my best friends, Stephanie. I’m also very fortunate to have a best friend who is an editor, right?

    Jennifer: That’s wonderful.

    Allanté: Yes! I’m very grateful for her. I told her, ‘Hey, I’m doing this project. Here’s what I can afford right now.’ And as Blk + In Grad School grew, I was able to do some increases in her pay. She was also a very supportive person.

    You can look in at Fiverr, you can look in at Upwork. You can do a bunch of things to delegate if you know there’s a piece of the process that you simply don’t wanna do. Or, that you don’t have the time to do.

    Editing was the piece that I think I very quickly realized this is a time suck for me. That it would actually harm or decrease my productivity or consistency if I’m the person responsible for editing.

    Jennifer: That is so smart. It’s really nice that you figured out the piece of that puzzle where if you send this off and get some help with it, that’s what’s gonna allow you to actually produce more. And put more energy, the kind of energy you want into this project.

    I love that you chose to change your lifestyle in order to actually put more energy into this and more finances too.

    A lot of people don’t realize that some money may have to go into the kind of upkeep or creation of a project like this. I really appreciate your transparency with that.

    Allanté: Absolutely.

    How starting a podcast has impacted Allanté‘s life

    Allante Whitmore is standing and smiling while looking down at her phone. She is wearing an orange blazer with gold buttons over high waisted jeans and an 'out here in these academic streets' t-shirt. Next to the cutout of Allante is an icon of headphones over the Blk + In Grad School podcast logo.

    Jennifer: Now, you must have made that decision because it was impacting you in some greater way.

    I’m curious, what kind of impact has the podcast had on your life? Or, your online community?

    Allanté: So many amazing things have come from Blk + In Grad School. I genuinely was just creating something I wish existed. Right?

    From that I have had speaking engagements at universities across the country, which is really exciting. Especially during the pandemic, I was able to do a lot since it was virtual.

    Jennifer: That’s great!

    Allanté: Yeah, it blew my mind. Right?

    I’ve done campaigns. I’ve dabbled in the influencer space as a result of Blk + In Grad School, representing the graduate lifestyle to an extent.

    Jennifer: Oooh.

    Allanté: It’s very interesting.

    I don’t fully take on the identity of an ‘influencer.’ It feels awkward. But the reality is that it’s a stream of income that has been helpful.

    Especially when I was finishing up my PhD in the last like year or so. It was really like, ‘Okay, this is actually bringing in income,’ sponsorships.

    Lastly, my community. In 2019, I started The Scholar Circle. It’s a community for folks in grad school. It’s an accountability and coworking community. We meet 3 times a week for a total of roughly 8 hours over those 3 sessions. We work together. We get things done.

    In the membership community, there are a host of resources to help you through your graduate journey. That also became a piece that I didn’t anticipate growing. I will also be honest, that was very hard to grow. That took time. And even still, it takes time to readjust and attract new people. That is a task, but it’s a labor of love.

    All of these different things have kind of cropped up.

    A black woman with long hair stands in front of a graffiti wall wearing a black crewneck sweatshirt that reads "out here in these academic streets." On the graphic is another photo, of a black man sitting on a park bench wearing a similar black crew neck shirt and jeans. In front of him is a black backpack. Behind him are trees, a streetlight, and blue skies. Superimposed over both images is a cutout image of a dusty pink crop hoodie with the same phrase.

    I also have merch.

    There’s just like so many different kinds of new streams of income that helped me support the podcast so I didn’t have to be the one putting the money into it.

    Jennifer: Oh, that’s amazing. So, you’ve created streams of income that are associated with the content that you create, this podcast. And that helps you support the creation of the podcast.

    Allanté: That’s right.

    Jennifer: If The Scholar Circle, that kind of co-working and accountability sounds great to you, check that out.

    Jennifer: One thing that I love about your Instagram and your online presence is that community feel is really there as well. When you’re talking about how you are picking up some sponsored and campaigns for some influencer type things that makes total sense to me. Because the audience that is already following you, the people that are connected with you, they wanna see more content about grad school.

    They wanna see more of that lifestyle and what you were going through as well. I love that you were a great representative for them and that companies were able to work with you for that kind of thing.

    Allanté: Yeah, thank you. I mean that totally came left field. [Jennifer laughs.] And it’s still so funny nowadays because I realize it is a lucrative option. And recognizing that Blk + In Grad School is also very niche.

    There’s a really interesting balancing act that happens there. It’s been very helpful. It’s like, ‘Okay, now I actually have a substantial amount of money I can support. Now I can get more resources. I can now pay someone to help me with The Scholar Circle.

    So it all goes back into serving the community. I’m grateful for it.

    But I also don’t wanna start spamming the community, right? So there’s like a balance.

    Jennifer: Yeah, right.

    Allanté: Exactly.

    Jennifer: There is a balance. And I’ve never seen anything that looks even remotely like SPAM from your accounts.

    Allanté: Yeah. [Laughs.]

    Jennifer: You’re always so thoughtful with the content that you share. And actually you’re a great example when I’m talking to other grad students about what they might wanna post on Instagram. I often direct them to your account. I say, “There’s all sorts of things you can do. You can help people. You can talk about your own experiences. And this isn’t a great example for you to check out.”

    So I love your Instagram. And oh my gosh, spammy? Definitely not [laughs].

    Allanté: That makes me feel better.

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    The Grad School Success Summit

    A black man wearing a long sleeved white Henley shirt holds an open laptop  against his chest presenting the screen toward the camera. On the laptop screen is information about the Grad School Success Summit from the Blk + In Grad School website.

    Allanté: I started that the Grad School Success Summit the 1st year of the podcast. That was the event I used to help attract people to Blk + In Grad School.

    Not just current grad students, but also other folks in the academic content creation space. That’s how I think I first reached out to you, Jennifer, was to be a speaker.

    Jennifer: That’s right. That’s totally right.

    Allanté: Yeah. It was really a way for me to kind of tap into the community of content creators who we are supporting the same community.

    But then also let new people know ‘Hey, there’s this resource available. You know, it might vibe with you.’ If not, I always share a bunch of other resources that might be a better fit.

    This year was the 5th Summit which blows my mind.

    Jennifer: Wow! 5 years. I mean that’s really amazing.

    Allanté: Thank you. It blows my mind. That is definitely the staple event I have every single year. It’s always helpful in building my email list. That’s my main email list building activity for the year. I really enjoy it.

    Those 3 days are intense but really, really fun.

    Jennifer: They’re fun. It sounds like it’s something that helps build your list. That helps more people learn about Blk + In Grad School and The Scholar Circle.

    How does it help the community? What is the Grad School Success Summit? And who should go to it?

    Allanté: I think everyone has the academic skills. I’m really not super concerned with folks having the academic skills. I think if you got into grad school, you’ve got them.

    But it’s the social bit. It’s the financial wellness. It’s the emotional wellness. Physical wellness. Creating a personal brand. Right? Building community. All of those other pieces of the grad school experience that universities don’t feel fully responsible for.

    I feel like we try our best to create an environment where you can get some tips. You can get some information. Some resources and motivation around any of those topics so you’re a more well rounded graduate student. Not just a brain, you know, doing research day in and day out. And doing homework. And doing readings.

    So helping grad students think about what do they want their year to look like? Beyond their academic goals. And how they’re gonna take care of themselves to carry them out is really the impetus behind the Summit.

    Jennifer: I love that.

    Is there somewhere people can watch the replays if they missed this year’s Summit?

    Allanté: So yeah! You can totally watch the replays at GradSchoolSummit.com. That’s for the most recent year, the 2022 Grad School Success Summit.

    If you wanna watch any year before that so 2021-2018, they replays are all available on my YouTube.

    Jennifer: Excellent! Great.

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    Leaving academia (and talking about it online)

    Jennifer: Well I’d love to hear what you’re up to now. Congratulations on finishing your PhD.

    Allanté: Thank you.

    Jennifer: I know that you’re in a new job. So I’d love to hear a little about it.

    Allanté: Yeah, absolutely.

    So, I have left academia. That was honestly so stressful to actually admit on the internet. I don’t know why.

    I just feel like there’s this assumption, even my own inner feeling that we’re supposed to go onto a tenure track position.

    I had a really great opportunity at a national energy security organization. We look at transportation policy as it relates to reducing our dependence on oil. I am now the Director of the Autonomous Vehicle Policy Research Center there. 

    Jennifer: Exciting!

    Allanté: It’s really exciting! Yeah! It’s really exciting work. I get to do exactly what I’ve always wanted to do, which is stand between technical folks (so automakers in this particular expertise I’ve built) and policy makers to communicate what’s happening on that side. See what’s happening with policy. To help create policy. And my emphasis on equity informed policies, so how do we make sure that things are good for everybody.

    Jennifer: So that they’re accessible. 

    Allanté: Yeah, yeah. It’s exciting.

    Jennifer: I love that! Now, since you were kind of anxious about talking about it online, what kind of reaction did you get to announcing you were leaving academia?

    Allanté: All resounding ‘Good for you’s [laughs].

    Jennifer: Yay! [Claps.] So if you’re also leaving academia, or thinking about it, it is okay to talk about online. A lot of people are gonna cheer you on.

    Allanté: Yeah, that’s right. That’s right.

    There are some folks who were like, “Oh, I think you would have made a great professor.” And it doesn’t mean that part of my life is absolutely not an option, right? But yeah.

    Mostly we get it. It’s hard out here.

    Finishing grad school after the peak of the pandemic, so the academic job market was something I just wasn’t really in a place to even do at the time. I was like, ‘I just wanna figure things out if I need to. But I’m very [emphasis] happy with my position.

    Jennifer: It sounds like you’re exactly where you wanna be. Right in that place with policy and the automakers themselves.  So that’s so cool.

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    TikTok is Allanté’s favorite social media platform

    The BlkInGradSchool TikTok page

    Jennifer: One thing that I wanted to be sure to ask you about is what is your favorite social media platform? You do have a big online presence. You’ve got multiple websites. You’ve got your Instagram, your YouTube. Which is your favorite?

    Allanté: TikTok! [Laughs.] Where I’m not at.

    [Jennifer: laughing loudly] That’s so funny! Why do you like TikTok so much?

    Allanté: I love TikTok. I have a very irreverent sense of humor and I feel like TikTok is full of all of the, like, just wild and kind of wacky stuff. I thoroughly enjoy that.

    Jennifer: It fits your personality.

    Allanté: Yeah, yeah. There’s things on there. I’d create a page…But I enjoy consuming TikTok. I haven’t gotten to where I wanna contribute too much.

    Jennifer: Well you’re a creator in a lot of different areas. You don’t need to create on every platform. Especially the ones you enjoy consuming the most. [Allanté nods her head.]

    That’s really fun to hear about when you have so many social media platforms.

    Keeping her online presence updated

    A desk with an open laptop, small reading light, piles of books and papers.

    Jennifer: How do you manage all of that? Like you have multiple websites. You got the social media. That’s a lot to keep track of.

    I have a pretty good system with the podcast. Right now, the podcast isn’t on YouTube. I only have like the Summit on YouTube. When I first started, I did a couple of webinars. So they’re there.

    My YouTube is pretty tame. That keeps it very manageable for me where I’m only adding 6 new videos a year for those 3 days that we have the Summit.

    Jennifer: Nice.

    Allanté: Now as far as the websites, everything from the podcast goes to the website. Once I create a podcast episode through my podcast provider, I then link everything: the show notes, all of that. I’m pretty much just repurposing all of that written content and putting it into a blog post on the website. That keeps it very easy to maintain and pretty low maintenance.

    Now the social media piece, that’s where probably the bulk of my content creation energy goes. Because you have to create things all the time.

    I more recently took a break because I was writing my dissertation. Honestly, so much life has happened since I finished my PhD. Even like us recording is getting me back into the groove of content creation.

    Jennifer: Right.

    Allanté: What that looked like before was, ‘Okay, I have this episode that’s gonna go out. I only need 2 more pieces of content around the post with the podcast every week. So that’s kind of how I managed it and kept it very low maintenance for me. Like, I can create 2 more pieces of content.

    Jennifer: It sounds like you have a good system.

    Allanté: Yeah, I do. Thanks.

    Jennifer: I like that your system is all based around the podcast. And figuring out what needs to be shared, where it needs to be shared, and when. Right? That’s the multiple posts part. But it sounds like you have a system in place.

    I love that you took a break during your dissertation. And even afterwards. Taking a break from social media is so important, especially for our mental health and well-being. It’s great that you shared that as well.

    Need a break from social media? I have an blog post to help.

    A tip for starting your new content project

    A race track for running, with lanes numbered 1-8 at the start line.

    Jennifer: Now, is there anything else that you’d like to add that you wanna be sure to talk about during this interview? I’m having so much fun.

    Allanté: I know! Me too.

    Only thing I’d say, for anyone who is starting out. The advice I give everyone, and this is what I did when I started the podcast…

    Before you go live, create 5-10 pieces of content.

    Jennifer: Oooh. Why?

    Allanté: 1: you’re practicing the consistency of creating the content and making it a part of your schedule. Even if that means you’re sitting and bashing it. It’s like, ‘Okay, this is how long it takes me to make 5-10 episodes. Or 5-10 videos. 5-10 blog posts, whatever.

    Then you can schedule those anchor pieces of content over those 10 weeks, 5 weeks, what have you. If it’s every other week, now you’ve got 20 weeks worth of content if it’s biweekly that you’re producing content.

    You get to kind of mess up too. Those very 1st episodes, I don’t listen to. Because they’re not great! But, I got to figure out so much with those first few episodes. Then I could reassess and create some direction. And decide if I like it.

    I think all of those bits are really important, 1: with building an audience, and 2: figuring out what works for you and your flow. And making sure you can stay committed to something you said you were going to do.

    Jennifer: You have to like it. Right? It’s a big project. It takes a lot of energy and maybe even some finances if you want to get into it. So liking it is important [laughs].

    And I’m glad you had a topic you were passionate about. And that you put all this energy into. Because you created something amazing.

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    A new season of Blk + In Grad School

    Confetti against a light blue background

    Jennifer: What is next for Blk + In Grad School? Will there be a new season?

    Allanté: Yeah! Literally, I recorded an episode yesterday. It’s so exciting. I definitely wanna hit 200 episodes. We’re at 165 right now. So I know the goal right now is okay, hit 200. And then we will reassess again.

    [Allanté and Jennifer laugh.]

    Allanté: But I’m definitely wanting to serve the community. I’m open to what that looks like. I think there might be time for a new voice. There might be time for a different approach. I’m really open to what’s needed from me.

    And also balancing my life post-grad school. Right? My time is different. I actually travel a lot for work. Figuring that out has been really interesting.

    Jennifer: You’ve changed your lifestyle to work with this podcast. And now you’re even maybe changing the podcast to fit with your lifestyle.  And what the community is hoping for in the future.

    Thank you so much for talking with me today. Dr. Allanté Whitmore, this has been a joy! We’ve been internet buddies for a few years now.

    Allanté: Yeah!

    Jennifer: I’ve been involved with the Grad School Success Summit. And so I’m so excited that you came on The Social Academic today.

    Allanté: Oh, so happy to be here, Jennifer! Like literally means the world to me.

    And make sure you link your session from the Summit in the show notes.

    Jennifer: Oh! Good idea. I wouldn’t have even thought of that. But I did talk about social media and how to talk about yourself online in grad school. So I’ll link that below as well. Thanks so much!

    Allanté: Thank you.

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    Bio for Dr. Allanté Whitmore

    A graphic with a headshot of Allanté Whitmore, PhD of Blk + In Grad School for her podcast appearance on The Social Academic

    Allanté Whitmore, PhD (@BlkInGradSchool) is a proud Detroit native. She earned her bachelors in biological engineering at North Carolina Agricultural & Technical State University, and her masters’ in biological and agricultural engineering at the University of Illinois at Urbana-Champaign. She earned a joint PhD in Civil Engineering and Engineering and Public Policy from Carnegie Mellon University in 2022.

    Allanté’s research focused on uncovering the environmental and social implications of autonomous vehicle technology. She used computer modeling to test different ways in which shared autonomous vehicles and shuttles might be used in public transit systems, with the aims of improving transit access and equity in public transit systems and reducing the transportation sector’s contribution to emissions. Allanté is now the Director of autonomous vehicle policy research at a transportation policy research organization. She continues to create knowledge to inform future policy on shared mobility that ensures physical and environmentally equitable access to transportation.

    In her free time, Allanté hosts a podcast, Blk + In Grad School where she chronicles her experience getting her PhD, providing encouragement and tools for women and people of color to successfully navigate the graduate-education journey.

    Connect with Allanté on Instagram, Twitter, and TikTok @BlkInGradSchool.

    Find more resources for graduate students on The Social Academic blog.

    Interviews Online Presence How To’s Resources for Grad Students The Social Academic



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  • Grad School with Dr. Toyin Alli of The Academic Society

    Grad School with Dr. Toyin Alli of The Academic Society

    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.

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    Meet Toyin

    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.

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    Grad school life (and grad school problems)

    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?

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    #GradBoss: A Grad School Survival Guide

    A copy of #GradBoss A Grad School Survival Guide by Dr. Toyin Alli of The Academic Society sits on a black floating shelf next to a potted fern.

    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.

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    It started with her website and newsletter

    A black woman wearing an oversized gray blazer and white slacks sits at a round modern table with a cup of coffee, holding her mobile phone. Also on the table are a vase of lilies, and an open laptop with The Academic Society website pulled up.

    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.”

    Gradboss /grad-bos/ Noun. 1. A grad student who has figured out how to balance grad school and real life. They are productive but they also have a social life. They build community around them and they help others.

    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.

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    YouTube is Toyin’s favorite social media platform

    A desktop computer with The Academic Society YouTube channel pulled up. Next to the desktop screen, mouse, and keyboard, is a small glass vase with a twirly twisted twig.

    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.

    Toyin: That’s the one.

    Jennifer: I love it.

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    Online presence, a way to impact more than just my school

    Hands holding a paper cutout chain of people holding hands.

    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.

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    Why Toyin loves teaching

    Math equations and figures by Dan Cristian Paduret

    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.

    The second place would be to join my mailing list, so my email list. I have a lot of free resources, one being my class on what to expect in your 1st semester of grad school.

    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

    Toyin Alli holding a hold pen writing a to-do list in a spiral bound notebook. On the list are email, announcements, solutions, and office hours. Next to the notebook is a gold binder clip and a laptop, mostly out of shot.

    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: Thank you so much!

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    Bio for Dr. Toyin Alli

    Toyin Alli, PhD of the University of Georgia on The Social Academic blog and podcast

    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.

    Interviews Resources for Grad Students The Social Academic



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  • Gift Guide for Professors, Researchers, and Grad Students 2023

    Gift Guide for Professors, Researchers, and Grad Students 2023

    What are the best gifts for academics in 2023?

    Here are my top picks for professors, researchers, and grad students like you. I hope these gift ideas inspire you.

    Map of readers of The Social Academic blog in 2022

    Get my top recommendations for professional development and wellbeing.

    Thanks so much for visiting The Social Academic blog. People from 175 countries around the world took time to read this year. I am so grateful for you.

    -Jennifer van Alstyne

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    Here are 26 gift ideas to inspire you

    Gift guide for academics 2022: a wrapped present with a teal bow sits on a table.

    Presentations, Public Speaking, and Posters

    Fail Proof Slide Design masterclass

    Echo Rivera, PhD brings you a 2 hour masterclass that helps you take your presentation slides from mediocre to memorable. I’ve benefited from Echo’s training myself. I highly recommend it.

    How to Design an Award-Winning Scientific Poster course

    I got to chat with Tullio Rossi, PhD of Animate Your Science last month about his scientific poster course. I knew I just had to share it with you. Have an engaging poster for your next conference.

    Teach the Geek to Speak Society

    Neil Thompson knows public speaking is hard. If you’re in STEM, you need to know how to communicate effectively about your research. Get the Teach the Geek to Speak course program with live monthly coaching calls.

    Academic and Scientific Writing

    Scholarship Success Collective

    Lisa Munro, PhD says, “How would you like to have the community support, structure, accountability, and actual writing instruction you need to get your article written and published so you can start helping us think about the world in new ways even if you’re full of crippling self-doubt about your writing and ideas?” Join the Scholarship Success Collective. This workshop runs January 16/17-April 16/17.

    The Researchers’ Writing Academy course

    Anna Clemens, PhD has a course to help you write clear scientific papers for high-ranking STEM journals. If you’re in the physical, health, life, and earth sciences, this step-by-step system is the only course in scientific writing you’ll ever need.

    Write your book with Dr. Jane Jones

    A program for women in academia to write your book. Stop staring at a blank page wondering what you’re supposed to write. Build your writing skills and practice with support. Dr. Jane Jones of Up In Consulting is here to help you push through the doubt and uncertainty so you get your book written. Join Elevate because you don’t have to write your book alone.

    Teaching

    Teaching College Ultimate Bundle Access

    Get Norman Eng, EdD’s top resources for engaging students online and offline. This bundle pack of shows you the step-by-step methods you need.

    Connecting with the Public and Media

    Power Your Research program

    Do you want major media coverage? Sheena Howard, PhD shares proven strategies to land features in the L.A. Times, New York Times, Washington Post, and more. Get more visibility for your research.

    LinkedIn profile challenge

    I’m Jennifer van Alstyne. Join professors around the world in my training to Update Your LinkedIn Profile for Professors and Researchers.

    This training helps you have an amazing LinkedIn profile!

    Prefer a done-for-you LinkedIn profile with me? Let’s chat about working together 1-on-1.

    The Connected Exec course

    Josie Ahlquist, PhD brings you a self-paced course on digital leadership for Higher Education executives. Learn social media strategy to connect with your campus community online.

    Academic Careers and Leaving Academia

    The Art of the Academic Cover Letter course

    Are you applying for academic jobs? Learn how to write a cover letter for your academic job application. Showcase your record and stand out in the academic job market with this course from Karen Kelsky, PhD. If you don’t already have it, The Professor Is In book is a must read. You’ll need it for the course.

    PhD Career Clarity Program

    Confidently market yourself for the jobs you actually want with Jennifer Polk, PhD’s PhD Career Clarity Program. Dr. Polk has been a career coach for PhDs since 2013.

    If you need help getting clarity on your post academic career, this is the program for you. My fiancé loved this program. It may be great for you too!

    There are live Q&A Zoom meetings. You can add on 1:1 coaching calls when you need personalized support. I hope you’ll check it out. Here’s Jen’s free training for people thinking about leaving academia.

    Build a Business with 1:1 and Group Coaching

    I’ve met so many professors and graduate students running a business. If you want to build a business on part-time hours Cheryl Lau has 1:1 and Group Coaching programs for you. Psst! Cheryl has been my business coach since December 2022.

    Retreats and Conferences

    The Grad School Success Summit replays (virtual) FREE

    Are you in graduate school? Do you know someone heading to grad school in the new year? This virtual summit has great sessions on school-life balance, wellness, and more. Get ready with a boost of motivation brought to you by Allanté Whitmore of the Blk + In Grad School podcast. You’ll get free access to the replays (including my session on How to Manage Your Online Presence in Grad School).

    Books

    25 Ways to Say ‘No’ in A Professional Way

    25 Ways to Say No in a Professional Way

    Having a difficult time saying ‘no’ in the workplace? Here’s how to communicate in a professional and confident way.

    This digital download is from Dr. Monica Cox.

    Stronger Than You Think: The 10 Blind Spots That Undermine Your Relationship and How to See Past Them

    Stronger Than You Think book cover

    Whether you’re in grad school, teaching, or in the lab, relationships can be hard. Appreciate the love you have, or find the one you want and deserve. Dr. Gary Lewandowski Jr. is an expert on relationships. This is a book I read last year I think is great for academics. I learned a lot, and hope you enjoy it as much as I did.

    Laziness Does Not Exist

    Dr. Devon Price used to believe that productivity was the best way to measure self-worth. Now they dive into the history and origins of the ‘laziness lie.’ It goes back to the Puritans! Most of us feel like we’re not doing enough even though people today do more work than other humans in history. My friends recommended this to me and now I’m sharing it with you!

    Attribution: A Novel

    WATCH: YOUTUBE LIVE WITH THE AUTHOR

    Cate Adamson is working on her doctorate in New York under an impossible, sexist advisor. She struggles until she discovers a hidden painting. Is it a masterpiece? Join Cate’s journey to Spain as she uncovers an art mystery.

    A novel from Linda Moore.

    Watch our book talk, live on YouTube on The Social Academic.

    Communities

    The PhD Balance Community

    PhD Balance is a community creating space for graduate students to openly discuss mental health. Join the community for access to webinars, challenges, and conversation.

    The Personal Finance for PhDs Community

    Emily Roberts, PhD sets you up for success with your personal finances. From paying down debt to taxes, this community helps PhDs make the most of your money.

    Game

    Dead Theorists: A Card Game

    A satirical card game for philosophers and aspiring academics for 2-4 players.

    Other Gift Ideas for Academics

    Professional memberships to associations and organizations

    Support the academic in your life with an annual membership to a professional organization or association in their field. For graduate students especially, this is a valuable line on their CV that opens their world to new conferences and networking opportunities.

    Money towards professional development activities

    Help a professor, researcher, or graduate student gain professional development with money for

    • Conferences
    • Award submission
    • Research travel
    • Working with a coach
    • Joining a training or course

    A spa day

    Give the gift of relaxation with a day at the spa. A hot stone massage can help relieve those post-semester grading muscle aches.

    A weekend away

    Sometimes the best gift is a night away. Take a trip and leave the work behind for the ultimate weekend getaway.

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    Thanks for checking out this gift guide

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    Gifts and Holiday

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