The Unlikely Academic Podcast, The Real Graduate School Experience!

Trigger Warning: This episode discusses topics related to sexual violence, stalking, and misconduct. If you are triggered addressing such issues, consider skipping this episode. In this episode of the Unlikely Academics, we address the topic of Title IX. For our non-American colleagues, Title IX is a series of regulations related to discrimination based on sex, gender, or harassment. Most Americans associate Title IX with sexual harassment and athletics; however, it is much more expansive, including students, faculty, and staff in institutions of higher education. Any institution receiving federal funding must address campus sexual violence. We are joined by two very experienced individuals at the heart of this topic area here at UT Chattanooga. Our first guest is Ms. Stephanie Rowland, Title IX Coordinator, who oversees sexual misconduct and relationship violence prevention on campus including notifications, investigations, and training related to Title IX. In terms of education, Stephanie received her B.A. in English from Virginia Tech in 1996 and a J.D. from the University of Arizona, James E. Rogers College of Law in 2006. The second guest is Ms. Sara Peters, Director for the Center for Women and Gender Equity and serves as a victim and survivor advocacy as well as programming and training on issues related to women, LGBTQ+, gender equity, and masculinity. Sara earned both her B.A. and M.A. in History from Auburn University. Currently, she is working on her doctorate in the Learning and Leadership Program at UTC. In this episode, Chris interviews Stephanie and Sara regarding their professional roles in Title IX on UTC Campus. They first provide information regarding what Title IX Is and how it applies to policy enforcement and education. Stephanie and Sara discussed how their role both converge and diverges based on the needs of the student. While Stephanie addresses many of the legal implications, Sara assists in finding and offering resources for victims. Together they work to place interim measures to protect students. The guests then shift to discussing how being a graduate student and interacting with undergraduates can be a gray area when it comes to dating and relationships. Yet both agree avoiding such relationships is optimal to prevent future breakups and drama. They discuss the topic of mandatory reporting (see our previous Creeper episode) and why reporting is so essential. They consider how Title IX applies to all in Higher Education including new faculty, staff, and in some cases GA or TAs. They discuss the problem of perceived power held by instructors or supervisors over students. In conclusion, our guests suggest to report (even if in doubt), know your federal, state, and local laws as well as campus policies and procedures. Ask representatives on your campus about how and who addresses Title IX claims, who (if any) serves as a victim advocate, and know the process for reporting. They also offer other feedback regarding seeking information and avoiding gossip and anything that re-traumatizes victims.

In this episode of the Unlikely Academics, Drs. Holcombe and Silver discuss many of the unforeseen challenges of dating in undergraduate and the move to graduate school both in the physical space of moving homes but also the mental space of added responsibility. The co-hosts discuss many of the challenges of making the transition to graduate school while bringing a partner. This includes planning for money, time, and setting expectations with our significant others. They discuss how sudden breakups happen, how the rumor-mill is hurtful not only to the couple but the program, and managing the expectations of others and setting aside time for the essential people in our lives including partners, parents, kids, and friends. The co-hosts include tips for addressing these concerns and methods for resolving them before leaving for school.

Starting off our first season two episode, the Unlikely Academics Discuss many of the unforeseen challenges of relationships in graduate school and beyond. They discuss the current research on the topic (or in many cases the lack thereof) as well as their own experiences with relationships, graduate school, and breakups as well as divorce. The co-hosts discuss the strain graduate school can have on relationships mainly related to family time, commitments, managing partner expectations, and finding ways to share the burden of home life with your partner. Further, we discuss how a lack of communication regarding relationship expectations, moving, handling financial challenges, and how relationships with others professionally and personally can contribute to relationship issues. They also discuss the unfair burden placed on especially women in graduate school-related to family commitments, the assumption of gender roles including cooking and cleaning, and responsibility for children either current or future should be taken into account when planning for graduate school or early career. The co-hosts conclude with their own stories of break up and divorce as well as the relationship challenges experienced by the co-host and their current or former partners and the lessons learned from these experiences.

While a little late to post this episode, the co-hosts discuss the importance of taking time off and making “you” time as part of your academic journey. In this episode, Tommy joins the episode remotely while visiting his spouse in El Salvador. They discuss finding the balance of work and family time and how taking time off from work is both beneficially helpful for your mental and physical health as well as could be a method for increasing productivity upon your return to work. The co-hosts discuss some of the challenges of end-of-semester responsibilities, the detriment to health for working long hours, and finding time for oneself and family following. Chris discussed how going on cruises help him disconnect due to the expensive nature of the internet and the free childcare provided on most cruises. They discuss setting boundaries regarding time off and preemptively letting others know you are off of work and when you plan to return. Finally, they discuss why it is important to leave the guilt at the office and enjoy time with oneself and the family.

In the second episode of the gratitude episode, Tommy joins Jenny and Chris to discuss his gratitude for not only those faculty who have helped him achieve his goals, but most importantly, family. A sentiment shared by Jenny and Chris as well. They continue to discuss ways to help others and “pay it backward” for the kindness shown to us. The reflect on not only the professional connections between the co-hosts but, most importantly, the personal and social relationships shared by the co-host. Chris shares a story about seeing Kevin Smith and Jason Mewes at a recent showing of the Jay and Silent Bob Reboot Movie in Chattanooga and the importance of sharing experiences and scheduling personal time in the graduate school experience. The co-hosts conclude by saying how appreciative they are of all the warmth and support listeners have provided, and we wish everyone a happy American Thanksgiving.

In this episode of ULA, Jenny and Chris (Sans Tommy) discuss the importance of gratitude while in one’s academic journey. Both Jenny and Chris reflect on those personalities in their lives, which helped them achieve their career goals and prepare them for higher education. They discuss the benefits of appreciation and the psychological impact having gratitude has on each of us. They also provide some cultural insights into living in the southeast United States and how these cultural experiences have an impact on one’s worldview.

In this episode of the Unlikely Academics podcast, all three co-hosts are back and discussing ways to capitalize and plan for technology needs as a student. This episode shifts to recommending methods for preparing for classes and research utilizing new technologies to ensure compatibility over the course of one’s program while also using other technologies to work smarter, not harder on course work. The co-hosts suggest a variety of vendors to help save time, such as natural speech programs, capitalizing on textbook resources for teaching classes, utilizing simple project management tools for time management, and adopting new technologies during low-risk productivity times in one’s program. They discuss some of the ways these technologies can be employed to protect data, be productive, and prepare for any requirements within specialized courses. As an example, the cohosts suggest consulting with your program and IT Professionals to ensure you buy the correct computer for course work and research, including technology that should last saving money overall without the need to purchase new technology later.

In this episode, Jenny and Chris discuss the issue of department creepers and what listeners can do address such behavior. This episode was based on an anonymous email to the hosts. Sans Tommy, the hosts discuss not only the problems created by creepers in a department or lab but also how departmental politics can create challenges in reporting including power dynamics within the learning hierarchy. Given his experience in university and policy enforcement, Dr. Silver discusses how such environments create a hostile working or learning environment, what a person can do to protect themselves and others, and methods for avoiding retaliation in reporting. The hosts discuss why some students, faculty, or staff may be hesitant to report and the moral imperative to report such behavior to the appropriate authorities and ways for dealing with department politics and one’s fear of retaliation. Finally, the co-hosts suggest that listeners read the campus policies and procedures in addressing such behaviors.

In this episode of the Unlikely Academics, cohosts Tommy and Jenny (sans Chris) discuss getting involved in research and finding ways to increase graduate school admission probability. They discuss ways to make connections with faculty both at one’s home institution but also in other institutions. Further, they discuss the benefits of bringing one’s skillset to offer value to a professor’s lab or research work. They discuss some of the misconceptions of seeking collaboration and researching different programs and areas of study to work with others. They conclude by offering some of their insights and ideas to help listeners find opportunities to collaborate and to ask for authorship on papers.

In this episode of the Unlikely Academics Podcast, the Undergraduates have occupied the Unlikely Academics Studio at UT Chattanooga, offering their experiences as unlikely academics navigating admission to undergraduate, navigating living in a new city, and learning the rules of university. Each guest (Kelsie, Nicole, and Paris) co-host discussed their experiences of coming to college, learning to make connections, and finding resources to survive and thrive in college. They discussed the challenges of overcoming deficiencies in their high school education, overcoming socio-economic challenges of coming from working-class families, and also issues of diversity particularly coming from a Latin American Country. The co-hosts shift the discussion to navigating the graduate school admission process, including the GRE, finding the right program, and offering questions to address in future episodes of the Unlikely Academics Podcast. Kelsie Anderson - Kelsie Anderson is a senior at the University of Tennessee at Chattanooga and is incredibly passionate about solving educational inequities. Throughout her undergraduate career majoring in both psychology and sociology, she has worked with non-profits focused on education policy and has assisted in research. Her future plans include becoming a teacher and getting her master's through a teacher residency program and eventually lead schools in the district in which she works. Paris Wright - Paris Wright is a 19-year-old, junior psychology major at the University of Tennessee at Chattanooga. She plans to work on getting a master’s degree in Industrial-Organizational Psychology following graduation, as she is interested in studying the “people” side of the business world. Outside of school, she enjoys volunteering, music, working and spending time with her family, friends, and cats. Nicole Ribera-Ergueta: Nicole Ribera-Ergueta is a 21-year-old from Bolivia. She will be completing her Bachelor's of Science in Psychology with a minor in Criminal Justice in December of 2019 at the University of Tennessee at Chattanooga. Her future plans include working and going to graduate school, while also making sure to travel and keep up with her artistic hobbies.

Jenny and Chris (sans Tommy) discuss how there are unwritten expectations that can be cost-prohibitive or set expectations for students that detract from their educational goals or focus. Jenny and Chris discuss how these perspectives can be not only mentally taxing but also are highly distracting from requirements such as proposing or defending a thesis or dissertation, purchase equipment, materials, graduation expenses, etc. They discuss the push by many institutions to address these expectations through policymaking and behavioral management. Jenny and Chris discuss their own experiences regarding these unwritten expectations and how they create social tension to participate in these traditions.

Jenny, Tommy, and Chris discuss the classroom experience and teaching tips and tricks for a great learning experience. The hosts discuss the unforeseen challenges of teaching and grading and the need for clear expectations in a class both in terms of behavior but also in terms of grading, assignments, and in some cases, testing. They discuss the pros and cons of rubrics and how they can save your butt as a student or an instructor. They discuss the importance of clear communication among all those involved in learning and how such communication can help avoid common pitfalls such as high stakes grading. The hosts also discuss the various classroom mediums from traditional face to face classes to hybrid or blended learning, as well as online learning and how each medium has its own challenges. The three conclude by discussing their own experiences teaching and learning and the ways they have deployed new methods such as classroom exercises, group work, and avoiding lectures where possible as a means to engage students.

In this episode of the Unlikely Academics, Jenny, Tommy, and Chris discuss the challenges of working within various teams and new situations where the rules are unclear. They discuss working in research teams, faculty committees, and in new academic departments and how people cannot assume the same rules of engagement always apply at all times and all contexts. They discuss how politics and interpersonal dynamics can shape team goals and outcomes. They explore the importance of assigning roles and responsibilities within a team, being explicit regarding expectations, and approaching groups, new academic departments, or teams as a new culture. Just like visiting a new country or place, we are mindful of what we say or do as not to be misunderstood. We must make a similar assumption when in a new context, even with those we may have known for a long time or worked with in the past. Only then can we best protect ourselves from the common pitfalls of stress, emotionally charged situations, and politics when dealing with others even when we consider our team members as long-time friends. Ultimately this approach results in avoiding groupthink, laying out a clear plan with responsibilities, and setting expectations regarding team outcomes. The hosts end with an impromptu discussion offering feedback to each other regarding things each host would like to see the other improve in group work as a real and frank conversation.

In this podcast, Jenny, Tommy, and Chris discuss their experiences of shifting from graduate school to new faculty and many of the unforeseen challenges of acclimating to a faculty position. As part of this discussion, the hosts reflect on making the transition to faculty, the expectations of a new faculty member, learning about politics, and meeting research and curricular goals following the honeymoon period of taking a new role. The hosts discuss how cultures vary from program to program and department to department. They discuss being mindful of the political landscape of a new department, asking explicit expectation questions, and planning for curricular development and deployment in coursework. The hosts offer suggestions for preparing one’s time and not committing to too much until you know exactly what is expected of you as faculty.

In this one on one interview, Chris Silver interviews his advisor and mentor, Dr. Michael Olson regarding implicit bias in graduate school. This interview was prompted by listener feedback about the need for discussing how implicit bias has the potential to influence graduate school perceived performance. Dr. Olson discusses current research on implicit bias and how his experience with graduate students, teaching, and serving as an advisor. He also discusses the mentor/mentee relationship and how we prefer people like us as an innate drive. Dr. Olson discusses how awareness of one’s behaviors can help them adjust their teaching and mentor style with students. Further, Dr. Olson discusses the importance of allies and making connections into the various communities in advising students in graduate school.