New Books in Higher Education

Designing and Facilitating Workshops with Intentionality offers practical guidance, tools, and resources to assist practitioners in creating effective, engaging workshops for adult learners. Drawing from three key learning frameworks and the author's considerable expertise in facilitating workshops across both educational and corporate settings, this book focuses on ten essential principles to consider when developing professional learning experiences. Whether facilitating on-site or virtually, readers will gain a deeper understanding of how to design and facilitate workshops with an inclusive mindset, thus creating meaningful, active learning opportunities that result in greater involvement among participants and better feedback. Guiding questions, chapter takeaways, and a compendium of additional online resources supply plentiful opportunities to further build and fine-tune these skills. Within these pages, both new and seasoned facilitators will find inspiration, encouragement, and support, as they craft professional learning experiences that ignite curiosity and spark growth in all learners. Our guest is: Dr. Tolu Noah, who is an educational developer at California State University, Long Beach, USA, where she designs and facilitates professional learning programs for instructors. She has 16 years of teaching experience, and she enjoys facilitating engaging workshops and keynotes about a variety of teaching, learning, and technology topics. Our host is: Dr. Christina Gessler, who is a dissertation and writing coach, and a developmental editor. She is the producer of the Academic Life podcast, and author of the show's newsletter found at ChristinaGessler.Substack.Com. Playlist for listeners: Moments of Impact How We Show Up A Pedagogy Of Kindness Project Management Engage in Public Scholarship Leading From The Margins Diversity and Inclusion You Have More Influence Than You Think A Guide To Learning Student Names The Power of Play in Higher Education Belonging: The Science of Creating Connection Imposter Syndrome Attention Management Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul (MIT Press, 2023) challenges the popular image of the international student in the American imagination, an image of affluence, access, and privilege. In this provocative book, higher education scholar Stephanie Kim argues that universities -- not the students -- create the paths that allow students their international mobility. Focusing on universities in the United States and South Korea that aggressively grew their student pools in the aftermath of the Great Recession, Kim shows the lengths to which universities will go to expand enrollments as they draw from the same pool of top South Korean students. Using ethnographic research gathered over a ten-year period in which international admissions were impacted by the Great Recession, changes in US presidential administrations, and the COVID-19 pandemic, Constructing Student Mobility provides crucial insights into the purpose, effects, and future of student recruitment across the Pacific. Constructing Student Mobility received the Best Book Award from the Association for the Study of Higher Education Council on International Higher Education. Stephanie Kim is a scholar, educator, author, and practitioner in the field of comparative and international higher education. She teaches at Georgetown University, where she is an Associate Professor of the Practice and Faculty Director of Higher Education Administration in the School of Continuing Studies. She is also an affiliated faculty member of the Asian Studies Program in the School of Foreign Service. Leslie Hickman is a translator and writer. She has an MA in Korean Studies from Yonsei University. You can follow her activities here. Learn more about your ad choices. Visit megaphone.fm/adchoices

With a growing number of students entering college with an existing mental health diagnosis, College Mental Health 101: A Guide for Students, Parents, and Professionals (Oxford UP, 2025) offers hope and clear direction to those struggling with mental illness. There is an undeniable mental health crisis on campuses these days. More students are anxious, depressed, drinking, and self-harming than ever before. The statistics are startling: 50% of mental health issues begin by age 14, 75% by age 24, while suicide is the second leading cause of death among young adults. And yet even while more students are struggling, more students than ever are breaking through stigma, seeking help, and sharing openly in person and social media about their challenges. College Mental Health 101 offers more answers, relief, resources, and research backed information for families, students, and staff already at college or beginning the application process. With simple charts and facts, informal self-assessments, quick tips for students and those who support them, the book includes hundreds of voices addressing common concerns. Basics like picking and contacting a therapist, knowing your rights, disclosing to friends and family, advice on medication and time off, are all covered in brief digestible sections. The book also offers support and understanding to families and friends of struggling students who are often uncertain of where else to turn for expert advice. Packed with hundreds of expert and student voices, three diverse experts in the field have assembled the right resources at the right time. Christopher Willard is a clinical psychologist, author, and consultant based in Massachusetts. He teaches at Harvard Medical School. Learn more about your ad choices. Visit megaphone.fm/adchoices

In an era of globalized education, where ideals of freedom and inquiry should thrive, an alarming trend has emerged: foreign authoritarian regimes infiltrating American academia. In Authoritarians in the Academy, Sarah McLaughlin exposes how higher education institutions, long considered bastions of free thought, are compromising their values for financial gain and global partnerships. This groundbreaking investigation reveals the subtle yet sweeping influence of authoritarian governments. University leaders are allowing censorship to flourish on campus, putting pressure on faculty, and silencing international student voices, all in the name of appeasing foreign powers. McLaughlin exposes the troubling reality where university leaders prioritize expansion and profit over the principles of free expression. The book describes incidents in classrooms where professors hesitate to discuss controversial topics and in boardrooms where administrators weigh the costs of offending oppressive regimes. McLaughlin offers a sobering look at how the compromises made in American academia reflect broader societal patterns seen in industries like tech, sports, and entertainment. Meticulously researched and unapologetically candid, Authoritarians in the Academy: How the Internationalization of Higher Education and Borderless Censorship Threaten Free Speech (Johns Hopkins University Press, 2025) is an essential read for anyone who believes in the transformative power of education and the necessity of safeguarding it from the creeping tide of authoritarianism. Sarah McLaughlin is a senior scholar of global expression at the Foundation for Individual Rights and Expression. Caleb Zakarin is editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this optimistic yet practical assessment of how postsecondary education can evolve to meet the needs of next-generation learners, Kathleen deLaski reimagines what higher education might offer and whom it should serve. In the wake of declining enrollment and declining confidence in the value of a college degree, she urges a mindset shift regarding the learning routes and credentials that best prepare students for post-high-school success. Who Needs College Anymore draws on a decade of research from the Education Design Lab, and interviews of educational experts, college and career counselors, teachers, employers, and learners. Kathleen deLaski applies human-centered design to higher education reform. She highlights ten top principles based on user feedback and considers how well they are being enacted by colleges. She urges institutions to better attend to the needs of new-majority learners, including people from low- or moderate-income backgrounds, people of color, first-generation students, veterans, single mothers, rural students, part-time attendees, and neurodivergent students. She finds ample opportunity for colleges to support learners via alternative pathways to marketable knowledge, including skills-based learning, apprenticeships, career training, and other types of workplace learning. Our guest is: Kathleen deLaski, who spent twenty years as a journalist, including time as ABC News White House correspondent. In the second half of her career, she has focused on education reform, cofounding or founding nonprofits including the Education Design Lab. She is a senior advisor to the Project on Workforce at Harvard University, and is an adjunct professor at George Mason University. Our host is: Dr. Christina Gessler, who is a developmental editor for humanities scholars and social scientists at all stages of their careers. She is the producer and show host of the Academic Life podcast, and writes the Academic Life newsletter, found here  Playlist for listeners: Get Real and Get In How To College The Two Keys to Student Retention The Role of Community Colleges in Higher Education Show Them You're Good Education Behind The Wall Graduate School Myths and Misconceptions Welcome to Academic Life, the podcast for your academic journey—and beyond! Please join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

The 1949-50 CCNY Beavers basketball team were one of the unlikeliest of champions in sports history. CCNY was a tuition-free in Harlem, New York, intended to give working class students the best education possible. The school was comprised of minorities, many of whom were the immigrants or children of immigrants. In 1949-50, the CCNY squad, led by legendary coach Nat Holman, shocked the basketball world by becoming the first and only school to win the N.I.T. and N.C.A.A. tournaments in the same scene. At a time when college basketball was much more popular in New York than the fledgling NBA, the CCNY boys became the talk of the town and heroes to millions. The following season, several members of the CCNY team, including the entire starting five, were arrested as part of a massive point shaving scandal that had engulfed the entire collegiate basketball scene in New York City. Overnight, the CCNY boys went from heroes to villains. Their dreams of playing in the NBA were dashed and gambling scandal became a stigma which attached to them for the rest of their lives. The scandal was so persuasive that many members of the New York Police Department were caught up in it, leading to the resignation of the chief of police and the mayor. Matthew Goodman's The City Game: Triumph, Scandal, and a Legendary Basketball Team (Ballantine Books, 2019) is not just a book about basketball. It is a journey through life in New York City in the late 1940s and early 1950s, a window into how big cities ran in the mid-20th century, an inside look at the world of sports gambling, a story of corruption, and ultimately, a tale of working class people and the decisions they are faced with. Through the use of meticulous research, Goodman delves into the complex characters of the basketball players involved and how the scandal affected their lives moving forward. The reader is left to ponder one crucial question: Would I have taken the money had I been in their position? Paul Knepper is an attorney and writer who was born and raised in New York and currently resides in Austin. He used to write about basketball for Bleacher Report and his first book about the New York Knicks Teams of the 1990s is due out this year. You can reach Paul at paulknepper@gmail.com and follow him on Twitter @paulieknep. Learn more about your ad choices. Visit megaphone.fm/adchoices

Doing Good Social Science: Lessons from Immersion, Understanding Social Life and Exploring the In-Between (Routledge, 2025) takes readers on a personal and thought-provoking journey and empowers readers to become unshakeable, free-thinking scholars. Drawing from nearly two decades of experience in research and mentorship, this book shares insights gained from creating 'immersive moments' to challenge conventional methodology and social theory. In doing so, it integrates ideas from classical and contemporary scholarship across various disciplines, bringing them to life through engaging field notes, interviews, and often humorous examples. The book outlines how to cultivate disciplined and systematic scholarship on complex topics while critiquing the 'wonky' practices that often pervade modern academia.  Part One advocates for a more scientific approach to social science, offering guiding principles for scholars striving to understand social life. Part Two deepens and complicates these arguments by examining the philosophical foundations of social science, focusing specifically on the 'in-between' aspects of the human condition and our social nature. The writing and thinking in the book are distinctive, passionate and brave. This book is a compelling read for advanced students, early career researchers, and any academic seeking to develop a more liberated, inventive approach to methods. Learn more about your ad choices. Visit megaphone.fm/adchoices

The War on Critical Race Theory: Or, The Remaking of Racism (Polity Press, 2023) by David Theo Goldberg discusses how “Critical Race Theory” is consuming conservative America. The mounting attacks on a once-obscure legal theory are upending public schooling, legislating censorship, driving elections, and cleaving communities. In this much-needed response, renowned scholar David Theo Goldberg cuts to the heart of the claims expressed in these attacks. He punctures the demonization of Critical Race Theory, uncovering who is orchestrating it, funding the assault, and eagerly distributing the message. The book richly illustrates the enduring nature of structural racism, even as a conservative insistence on colorblindness serves to silence the possibility of doing anything about it. Crucially, Goldberg exposes the political aims and effects of the vitriolic attacks. The upshot of CRT's targeting, he argues, has been to unleash racisms anew and to stymie any attempt to fight them, all with the aim of protecting white minority rule. David Theo Goldberg is Distinguished Professor at the University of California, Irvine. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube Channel here Learn more about your ad choices. Visit megaphone.fm/adchoices

In an overloaded, superficial, technological world, in which almost everything and everybody is judged by its usefulness, where can we turn for escape, lasting pleasure, contemplation, or connection to others? While many forms of leisure meet these needs, Zena Hitz writes, few experiences are so fulfilling as the inner life, whether that of a bookworm, an amateur astronomer, a birdwatcher, or someone who takes a deep interest in one of countless other subjects. Drawing on inspiring examples, from Socrates and Augustine to Malcolm X and Elena Ferrante, and from films to Dr. Hitz's own experiences as someone who walked away from elite university life in search of greater fulfillment, Lost in Thought is a passionate and timely reminder that a rich life is a life rich in thought.Today, when even the humanities are often defended only for their economic or political usefulness, Dr. Hitz says our intellectual lives are valuable not despite but because of their practical uselessness. And while anyone can have an intellectual life, she encourages academics in particular to get back in touch with the desire to learn for its own sake, and calls on universities to return to the person-to-person transmission of the habits of mind and heart that bring out the best in us. Reminding us of who we once were and who we might become, Lost in Thought is a moving account of why renewing our inner lives is fundamental to preserving our humanity. Our guest is: Dr. Zena Hitz, who is a Tutor in the great books program at St. John's College. She has a PhD in ancient philosophy from Princeton University and studies and teaches across the liberal arts. She is the founder of the Catherine Project, and the author of Lost in Thought. Our host is: Dr. Christina Gessler, who works as a developmental editor and grad student coach. She is the founder of the Academic Life project including this podcast, and writes the Academic Life Newsletter at ChristinaGessler.Substack.Com. Playlist for listeners: Once Upon A Tome Skills for Scholars: How Can Mindfulness Help? The Well-Gardened Mind Community Building and How We Show Up The Good-Enough Life Look Again: The Power of Noticing What Was Already There Tackling Burnout How To Human Common-Sense Ideas For Diversity and Inclusion Hope for the Humanities PhD Welcome to Academic Life, the podcast for your academic journey—and beyond! Please join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Teacher By Teacher traces the journey of the tenth U.S. Secretary of Education and is a deeply personal love letter to all the teachers in our lives. The story of John B. King Jr.'s inspiring path to President Obama's Cabinet begins the day that his mother died. He insisted on going to school that day, knowing he would find comfort in his classroom. As he navigated living alone with a father dying from undiagnosed Alzheimer's, it was public school teachers who saved his life, believed in him and saw his potential. They made school a safe, supportive, and engaging place where he could be a kid despite the challenges at home. While some might have dismissed a rebellious young Black and Puerto Rican teen whose life was in crisis, King's teachers and counselors gave him a second chance. He went on to earn degrees from Harvard, Columbia, and Yale and committed his career to trying to do for other young people what educators did for him. Teacher By Teacher shows how dedicated educators—both Dr. King's own teachers and the phenomenal teachers who he has encountered throughout his career as a teacher, principal, and education policymaker—can profoundly shape the lives of their students. Our guest is: Dr. John B. King Jr., who served in President Barack Obama's cabinet as the tenth U.S. Secretary of Education. Over the course of his influential career in public education, he has been a high school teacher, a middle school principal, the first African American and Puerto Rican to serve as New York State Education Commissioner, a college professor, the president and CEO of the Education Trust, and the chancellor of the State University of New York (SUNY). His parents were career New York City public school educators. He lives in Brooklyn with his wife, an education researcher and former teacher, and his two daughters. Our host is: Dr. Christina Gessler, who works as a writing coach and developmental editor. She is the producer of the Academic Life podcast, and the author of the Academic Life newsletter found at christinagessler.substack.com. Playlist for listeners: A Pedagogy of Kindness We Are Not Dreamers The Power of Play in Education Belonging : The Science of Creating Connection Show Them You're Good How Schools Make Race Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Classicism and Other Phobias (Princeton University Press, 2025) shows how the concept of “classicism” lacks the capacity to affirm the aesthetic value of Black life and asks whether a different kind of classicism—one of insurgence, fugitivity, and emancipation—is possible. Engaging with the work of Sylvia Wynter and other trailblazers in Black studies while drawing on his own experiences as a Black classicist, Dan-el Padilla Peralta situates the history of the classics in the racial and settler-colonialist settings of early modern and modern Europe and North America. He argues that immortalizing ancient Greek and Roman authors as “the classical” comes at the cost of devaluing Black forms of expression. Is a newfound emphasis on Black classicism the most effective counter to this phobia? In search of answers, Padilla Peralta ranges from the poetry of Juan de Castellanos to the writings of W.E.B. Du Bois and paintings by contemporary artists Kehinde Wiley and Harmonia Rosales. Based on the prestigious W.E.B. Du Bois Lectures delivered at Harvard University, Classicism and Other Phobias draws necessary attention to the inability of the classics as a field of study to fully cope with Blackness and Black people. Dan-el Padilla Peralta is professor of classics at Princeton University. Caleb Zakarin is editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

In the increasingly competitive world of academia, simply mastering your discipline is no longer enough to guarantee career success or personal fulfillment. The Entrepreneurial Scholar: A New Mindset for Success in Academia and Beyond (Princeton UP, 2025) challenges scholars at all stages—from doctoral students to tenured professors—to break free from conventional academic pathways by adopting an entrepreneurial mindset. What opportunities can you create based on who you are, what you know, and who you know?Drawing on her experiences in higher education, start-ups, and management consulting, as well as interviews with a range of academics and entrepreneurs, Professor Ilana Horwitz provides a road map for those stifled by traditional academic norms and expectations. This book calls on scholars to create ideas—not just consume them. It offers strategies to thrive in academia with limited resources and in the face of uncertainty. Embracing an entrepreneurial mindset entails viewing yourself as a knowledge producer, enhancing collaboration, creatively identifying resources, and effectively sharing your ideas. Dr. Horwitz empowers all scholars—particularly women and first-generation, low-income, and BIPOC individuals—to see themselves as proactive agents in their educational and career trajectories, despite structural constraints, unclear expectations, or unresponsive advisors. With actionable advice, real-world applications, and inspiring success stories, this guide is vital for anyone aspiring to excel within and beyond the ivory tower. Our guest is: Dr. Ilana M. Horwitz, who is assistant professor of Jewish studies and sociology and the Fields-Rayant Chair in Contemporary Jewish Life at Tulane University. She is also the author of God, Grades, and Graduation: Religion's Surprising Impact on Academic Success. Our host is: Dr. Christina Gessler, who is the creator of the Academic Life podcast. She works as grad student coach and developmental editor for scholars in the humanities and social sciences. She writes the Academic Life newsletter, now available at christinagessler.substack.com. Playlist: The Connected PhD Part One Leading from the Margins My What-If Year: Internships As Career Exploration Hope for the Humanities PhD Making a "Junk Drawer" CV Lessons in Launching An Online Conference Before And After The Book Deal Make Your Art No Matter What Welcome to Academic Life, the podcast for your academic journey—and beyond! You can help support the show by sharing episodes, and by following the Academic Life newsletter at christinagessler.substack.com. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

 Today I'm speaking with Marcus Golding, historian and Director of Educational Operations at ClioVis. ClioVis is an incredible software and learning tool that allows educators and studies to create digital timelines, network visualizations, and interactive presentations. Founded by UT Austin history professor Erika Bsumek, ClioVis is made for professors and teachers by current professors and scholars. I'm thrilled to get the chance today to speak with Marcus about this software to share with our listeners how they can enhance their own work and teaching. Visit ClioVis' website to learn more: Click Here Learn more about your ad choices. Visit megaphone.fm/adchoices

The ABD [All But Dissertation] phase can either feel liberating—no more coursework or comps!—or like the floor has dropped out. The scaffolding that prepared you for being a graduate assistant, passing comps or conducting your research gives way to a new, wide open space where you are just supposed to write. While some people will flourish in this unstructured writing space, others are left playing detective—how do you know when to approach advisors for feedback? How many times can you ask them to read something—and how far in advance should you ask? How long is the finished dissertation supposed to be? The writing and revisions phase can become a path paved with uncertainty—and an unhealthy desire to overperform. If a good dissertation is just a done dissertation, what can students who can't find [or afford] a dissertation coach do? In this episode, Dr. Ramon Goings joins Dr. Christina Gessler to share practical strategies they each use when coaching students from ABD to PhD. These actionable tips can help whether you want to create a dissertation-writing support group, seek a writing partner, or go it alone. Our guest is: Dr. Ramon Goings, who is associate professor and Acting Director of the Language, Literacy, and Culture doctoral program. Dr. Goings is the author of over 50 scholarly publications including four books. He served as the Editor-In-Chief of the Journal of African American Males in Education from 2017-2020, was named a 2017 Emerging Scholar by Diverse: Issues in Higher Education, received the 2016 College Board Professional Fellowship, and was a fellow with the White House Initiative on Educational Excellence for African Americans. He holds a Doctor of Education degree. Our host is: Dr. Christina Gessler, who works as a dissertation and grad student coach, and a developmental editor for humanities scholars at all stages of their careers. Playlist for listeners: Your PhD Survival Guide Get PhDone: Strategies for tackling your writing roadblocks PhDing While Parenting The Good Enough Life Graduate Employability Field Guide to Grad School Graduate School Myths and Misconceptions Managing Your Mental Health During Your PhD Becoming the Writer You Already Are Being Well in Academia: A Conversation About Challenges and Connections Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And get free bonus content on Christina Gessler PhD's Substack. Learn more about your ad choices. Visit megaphone.fm/adchoices

A unique and thorough work of intellectual history and legal scholarship Stereoscopic Law: Oliver Wendell Holmes and Legal Education (Cambridge University Press, 2020) by Alexander Lian, a practicing commercial litigator, reconstructs Oliver Wendell Holmes' as a pioneering legal pedagogue and sophisticated theoretician of law and the ‘reality of practice'. Lian advances the thesis that the most famous article in American jurisprudence, Oliver Wendell Holmes's “The Path of the Law,” presents Holmes' perspective on legal education. Through meticulous analysis, Lian cogently shows that Holmes' ‘theory of legal study' broke down artificial barriers between theory and practice. For contemporary legal educators—and anyone interested in the history of America's legal tradition—Stereoscopic Law reformulates Holmes' fundamental message: the law must be seen, taught, and practiced three-dimensionally. Alexandar Lian practices commercial litigation in Miami, FL. Since 2008, he has been a solo practitioner. Alexander Lian is a graduate of both the Graduate and Law Schools of Vanderbilt University. He has represented clients in a variety of contested matters ranging from high dollar contract disputes and real property disputes to the prosecution and collection of large judgments totaling in the millions. He is also a Florida Supreme Court Qualified Arbitrator and, formerly, president of COLBAR (Colombian American Bar Association). Ayushi Singh is a graduate student at IIT Gandhinagar, India. Learn more about your ad choices. Visit megaphone.fm/adchoices

Over the past 50 years, lesbian, gay, bisexual, transgender, and queer professionals have organized to achieve greater inclusion into the fields of science, technology, engineering, and mathematics (STEM). This inclusion, however, has come at a cost. In the 1970s, these professionals sought to radically transform STEM fields by confronting the homophobia and sexism embedded within them. Instead, these fields became more corporatized and privatized, and STEM institutions and workspaces—particularly in the spheres of government and business—became dominated by a focus on individualism, self-improvement/advancement, and meritocracy, which are hallmarks of neoliberalism. For many LGBTQ STEM professionals, inclusion now required becoming more apolitical, pro-capital, and focused on professional development.In Out Doing Science: LGBTQ STEM Professionals and Inclusion in Neoliberal Times (University of Massachusetts Press, 2025), Dr. Tom Waidzunas, Dr. Ethan Czuy Levine, and Dr. Brandon Fairchild explore this transformation of LGBTQ STEM professionals from oppositional outsiders to assimilationist insiders. Drawing on historical archives, oral interviews, and participant observation of professional societies and workspaces, the authors interrogate the meanings of “inclusion” and why some LGBTQ STEM professionals have benefited from it more than others. They also advocate for a “queer STEM” that challenges and transforms the racism, classism, sexism, cisheterosexism, and imperialism of these fields, institutions, and workspaces. Written in an accessible and engaging style, Out Doing Science will appeal to readers interested in LGBTQ studies, and science and technology studies, as well as anyone who wants to create a more diverse and inclusive work environment. This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda's interviews on New Books with Miranda Melcher, wherever you get your podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices

How can I help my students not only learn my course material but also retain and transfer that information? This is a question that has plagued and intrigued teachers for centuries. In Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists, the authors provide their readers with evidence-based practices for immediate classroom implementation. Their premise is that small changes can lead to powerful results. In this approachable book, each chapter is written by a cognitive scientist who is currently teaching. The chapters introduce a concept, describe how to implement the concept in your classroom, and provide multiple resources for further study. The book is consciously formatted to be a quick read (approximately 100 pages) and provides valuable information for anyone who is interested in helping someone else or themselves learn. Teachers, parents, coaches, and lifelong learners will benefit from these strategies. In this episode, Dr. Pooja Agarwal, Dr. Cynthia Nebel, and Dr. Veronica Yan, discuss each of the topics presented in Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists. Dr. Nebel discusses how learning increases motivation by discussing the Effective Teaching Cycle: Motivation, Scaffolding, and Reinforcement. Dr. Yan discusses the importance of interleaving. Dr. Agarwal provides an overview of the other chapter topics: retrieval practice, early childhood education, metacognition, concept mapping, learning transfer, engagement, and neuromyths. Throughout the episode, Drs. Agarwal, Nebel, and Yan share how these tips have been implemented in their classrooms, and how these same concepts can universally be applied to learning in general. Dr. Pooja Agarwal is the author of the books Powerful Teaching and Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists. She is editor-in-chief of Retrievalpractice.org and is an Associate Professor of Psychology at the Berklee College of Music in Boston, MA. Dr. Cynthia Nebel is the Director of Learning Services and an Associate Professor of Psychiatry and Behavioral Neuroscience at St. Louis University School of Medicine in St. Louis, MO. Dr. Veronica Yan is an Associate Professor of Educational Psychology at the University of Texas at Austin in Austin, TX. Dr. Anne-Marie Verenna is a Professor of Biology and the Scholarship of Teaching and Learning Faculty Fellow at Delaware County Community College in Media, PA. Learn more about your ad choices. Visit megaphone.fm/adchoices

This book provides background, strategies, and tips for higher education faculty and instructors interested in incorporating meditation in their classrooms. The work is based on research involving introducing brief meditation practices to college students and developing a detailed guide. Readers will learn how to develop their own meditation practice as an academic, to set the stage of introducing practice to students, to create ideal conditions for meditation in the classroom, specific, classroom-friendly meditation methods, ways to advance meditation practice with students and keep it interesting, and how to spread the culture of meditation across campus. Guest: Steve Haberlin, PhD (he/him), is an assistant professor of curriculum and instruction in the College of Community Innovation and Education at University of Central Florida. He is the author of two books with Rowman & Littlefield: Meditation in the College Classroom (2022) and Awakening to Educational Supervision (2023). His research focuses on the practical use of meditation and mindfulness and current and future uses of technology in meditative practice. Prior to earning his PhD in Education, he spent ten years teaching elementary and middle school students in Tampa, Florida. Host: Jenna Pittman (she/her), a Ph.D. student in the Department of History at Duke University. She studies modern European history, political economy, and Germany from 1945-1990. Scholars@Duke: https://scholars.duke.edu/pers... Linktree: https://linktr.ee/jennapittman Learn more about your ad choices. Visit megaphone.fm/adchoices

Today we again explore what it means to leave academia, as Dr. Sophia Basaldua-Sun shares how an informational interview was key to her success in landing a job outside academia, and what her life in the world of publishing is like. Leaving Academia is an ongoing sub-series with the Academic Life, with guests candidly sharing their decisions to stay in or leave academia – and where those decisions took them. We consider what going alt-ac means, whether going into admin keeps the academic spark alive, and how far afield people really go. Their decisions are personal, yet universal – how do you build the life you want to build? And how do you know if academia will allow you to do that? Our guest is: Dr. Sophia Basaldua-Sun, who is the Associate Director of Diversity, Equity and Inclusion at Penguin Random House, in New York. Our host is: Dr. Christina Gessler, who works as a developmental editor for scholars, and is the producer of the Academic Life podcast. Playlist for listeners: Leaving Academia: A Practical Guide PhD Employability: Struggles and Solutions Making A "Junk Drawer" CV Rejection Skills: How to Win or Learn Decoding the admin job market Hope for the Humanities PhD When Life After Higher Education Doesn't Go As Planned Leaving Academia: Pursuing Life Abroad Contingent Faculty and the Remaking of Higher Education Should I Quit My PhD Program The rejection that changed my life Considering Whether To Stay Or Drop Out The Connected PhD: Part One The Connected PhD: Part Two The Connected PhD: Part Three Navigating the Community College Job Market Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

In Learning to Lead: Undocumented Students Mobilizing Education (Duke University Press, 2024), Jennifer R. Nájera explores the intersections of education and activism among undocumented students at the University of California, Riverside. Taking an expansive view of education, Nájera shows how students' experiences in college—both in and out of the classroom—can affect their activism and advocacy work. Students learn from their families, communities, peers, and student and political organizations. In these different spaces, they learn how to navigate community and college life as undocumented people. Students are able to engage campus organizations where they can cultivate their leadership skills and—importantly—learn that they are not alone. These students embody and mobilize their education through both large and small political actions such as protests, workshops for financial aid applications, and Know Your Rights events. As students create community with each other, they come to understand that their individual experiences of illegality are part of a larger structure of legal violence. This type of education empowers students to make their way to and through college, change their communities, and ultimately assert their humanity. Jennifer R. Nájera is Associate Professor of Ethnic Studies at the University of California, Riverside. David-James Gonzales (DJ) is Assistant Professor of History at Brigham Young University. He is a historian of migration, urbanization, and social movements in the U.S., and specializes in Latina/o/x politics and social movements. Learn more about your ad choices. Visit megaphone.fm/adchoices

Teachers are subject matter experts that can distill information into manageable chunks for their students. In Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience (University of Chicago Press, 2025), Dr. James M. Lang insists that the skills teachers use in their classrooms can be transferred to a broader audience. This book provides a step-by-step guide to assist would-be authors in researching and developing a book. Teachers are familiar with creating a course syllabus and developing learning objectives. Dr. Lang posits that these skills can help create a book for audiences outside one's subject matter expertise. He provides insight into the technical aspects of writing, including organization, writing style, and revision. By providing writing prompts at the end of each chapter, Dr. Lang provides the prospective author the opportunity to immediately begin his/her/their own writing journey. The book concludes with an appendix that provides a behind the scenes look at the publishing process. This is a must read for anyone interested in enhancing their writing, learning about the many parts of the publishing process, and hoping to provide their expertise to a larger audience. In addition to Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience, Dr. Lang is the author of Distracted: Why Students Can't Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). He has written extensively for the Chronicle of Higher Education. Dr. Lang serves as an editor to the Oklahoma University Press, is a highly sought-after speaker, and consultant. He is active on LinkedIn and Instagram and may be contacted directly at jamesmlang7@gmail.com. Dr. Anne-Marie Verenna is a Professor of Biology and the Scholarship of Teaching and Learning Faculty Fellow at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices

In his new book, The Community College Reform Movement: Contentions and Ideological Origins (Routledge, 2025), political scientist Milton Clarke critically examines the rise of the higher education reform movement, often referred to as the “completion agenda,” which, since the early 2000s, has sought to restructure core aspects of the community college experience. Drawing on community colleges from across nine U.S. states as practical examples, this exploration examines the major higher education reforms, including dual enrollment, guided pathways, the demise of developmental education, corequisites, and performance-based funding. Against the popular view that support for such policies is tied to neoliberalism, this book argues for a more nuanced understanding of the complicated and often indistinct ideological foundation of the reform movement, demonstrating that supporters and detractors alike draw on similar concepts of equity, student success, and affordability. This complication is further clarified through an account of the history, process, functions, and institutions that paved the way for the advent of the higher education reform movement. This book is vital reading for anyone interested in the future of community colleges and higher education. A special resonance is expected among researchers, scholars, and educators working in higher education, educational reform, and educational policy. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I'm thrilled to launch a brand new series for the Princeton UP Ideas Podcast. 20 years ago, Princeton University Press published a short volume with an excellent title: On Bullshit (Princeton UP, 2025). Written by philosopher Harry Frankfurt, On Bullshit was adapted from an essay that explored the meaning, uses, and consequences of bullshit. At just 80 pages, On Bullshit became a favorite of readers, selling over 1 million copies and spending 27 weeks on the New York Times bestseller list. It's not often that a work of philosophy breaks through to the mainstream, but readers of On Bullshit quickly discover why. Harry's meditation on the meaning of bullshit can be read in one sitting, but the ideas have staying power. After you read Harry's book, you start to see bullshit everywhere and recognize it's uniquely pernicious effects on whatever's left of the public square. Harry wrote his book long before modern social media and AI-generated slop. He was unbelievably prescient, making On Bullshit required reading for today. Harry sadly passed in 2023 at 94 years old, but his ideas live on. In this series, we'll speak with scholars whose lives and work have been influenced by Harry and his seminal book. To kick things off, I'll be speaking with Pamela Hieronymi, one of Harry's former students. Pamela is Professor of Philosophy at UCLA and a leading scholar in the field of moral philosophy. Like Harry, her work has resonated outside the academy. She served as an advisor on the sitcom, The Good Place, which brought philosophical concepts like the trolley problem to a mainstream audience. For the first episode in the series, Pamela will introduce readers to both the book and the man who wrote it. In subsequent episodes, I'll speak with other scholars who explore Harry's notion of bullshit in politics, science, and more. If you haven't read On Bullshit, you should preorder the anniversary edition, which is set to release on August 5th. Now, let's have ourselves a bull session. Pamela Hieronymi is Professor of Philosophy at UCLA. Watch her lecture on the blame game. Caleb Zakarin is editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

The 1960s continue to hold an almost mythical place in Western culture, particularly in Britain, where change was widespread and infiltrated many aspects of life. This included architecture, whose role in a modern democracy and the form it should take were hotly debated. 1960s University Buildings: The Golden Age of British Modern Architecture (Lund Humphries, 2025) by John Barr discusses the architectural thinking of the time through an examination of the design of university buildings. While there were notable buildings being built in other spheres, no other field of architecture provided the opportunity to express those ideas as freely, while also reflecting innovative new thinking about education and society. Somehow, the university buildings of the 1960s seemed to represent the cutting edge of modern architecture in the UK. This book provides the first critical analysis and overview of these buildings, designed by some of the leading British architects of the period including Basil Spence, Leslie Martin, Alison and Peter Smithson, Denys Lasdun, Powell and Moya and James Stirling. By placing the buildings in a wider social, cultural and political context, it examines the combination of circumstances and attitudes that produced results that are equally admired and detested and allows us to understand how we might replicate or avoid them in the future. This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda's interviews on New Books with Miranda Melcher, wherever you get your podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices

In RTB 151, you heard the Kristin, Nasser and John discussing what might happen before their Northeastern Victorian Studies Association conference actually took place. This episode, recorded a few weeks later, looks back at what actually occurred and see how it aligned with or defied the panelists' prior expectations. The three discuss what it means to have an emergent and residual shticks; differences between how you prepare to talk to undergraduates and your peers matter, and the three agree that going in without any expectations of your audience makes for a weaker presentation. Imaginary interlocution makes for better pre-gaming. Kristin Mahoney 's books include Literature and the Politics of Post-Victorian Decadence (Cambridge UP, 2015) and Queer Kinship After Wilde: Transnational Decadence and the Family. Nasser Mufti 's first scholarly book was Civilizing War and he is currently working on a monograph about what Britain's nineteenth century looks like from the perspective of such anti-colonial thinkers as C.L.R. James and Eric Williams. (RTB listeners don't need to hear about John or his Arendt obsession). Learn more about your ad choices. Visit megaphone.fm/adchoices

Most scholars are both haunted, even undone, by the task of writing papers for peers and traveling to strange campuses to deliver them. Yet we keep it up--we inflict it on our peers, we inflict it on ourselves. Why? To answer that question, Recall This Book assembled three (if you count John) scholars of Victorian literature asked to speak at the Spring 2025 Northeastern Victorian Studies Association conference. Their discussion began with the idea that agreeing to give papers is an act of “externalized self-promising” and ranged across the reasons that floating ideas before our peers is terrifying, exhilarating and ultimately necessary. Kristin Mahoney 's books include Literature and the Politics of Post-Victorian Decadence (Cambridge UP, 2015) and Queer Kinship After Wilde: Transnational Decadence and the Family. Nasser Mufti 's first scholarly book was Civilizing War and he is currently working on a monograph about what Britain's nineteenth century looks like from the perspective of such anti-colonial thinkers as C.L.R. James and Eric Williams. (RTB listeners don't need to hear about John or his Arendt obsession. Mentioned in the episode Theosophical Society in Chennai Annie Besant Jiddu Krishnamurthi in his early life was a not-quite-orphan child guru for Besant. Eric Williams, British Historians and the West Indies on hte grid theorizations of race by folks like Acton C L R James Adorno's Minima Moralia provides Naser with an important reminder o the importance of “hating tradition properly.” H G Wells, The Time Machine and its modernist aftermath eg in the opening pages of Proust's Remembrance of Things Past and in Ford Madox Ford's The Inheritors and The Good Soldier, which is in its own peculiar way a time-travel novel. The three discuss Foucault's notion of capillarity a form of productive constraint, which Nasser uses to characterize both early 20th century Orientalism, and the paradigms of post colonialism that replaced it, Paul Saint Amour's chapter on Ford Madox Ford is in Tense Future. John Guillory on the distinctions between criticism and scholarship in Professing Criticism; the rhizomatic appeal of B-Side Books. The “hedgehog and the fox” as a distinction comes from a poem by Archilochus—and sparked Isaiah Berlin's celebrated essay of the same name. Pamela Fletcher the Victorian Painting of Modern Life Listen and Read here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different.In his book, College in Prison: Reading in an Age of Mass Incarceration (Rutgers University Press, 2017), Daniel Karpowitz chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI's development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. Interviewee: Daniel Karpowitz has worked on public and private sector systems change for over twenty-five years. He is the former director of policy and academics for the Bard Prison Initiative and the cofounder of the Consortium for the Liberal Arts in Prison, an organization that launches and cultivates college-in-prison programs across the country. Host: Schneur Zalman Newfield is an Associate Professor of Sociology and Jewish Studies at Hunter College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press). Visit him online at ZalmanNewfield.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Why did Scots in the nineteenth and twentieth centuries know so little about their past and even less about those who controlled their history? Is the historical narrative the only legitimate medium through which the past can be made known? Are novelists and historians as far apart as convention has it? In an age when history grounds any claims to national status, these are important questions and they have implications for how Scottish history has evolved, and how Scottish identity has been understood up to the present day. Scottish history is not simply the distillation of Scotland's past: authors shape what we know and how we judge our forebears. The Caledoniad: The Making of Scottish History (John Donald, 2024) by Dr. Catriona MacDonald investigates who decided which Scottish voices of the past would be heard in history's pages and which would ultimately be silenced. It sketches a picture of a narrow and privileged cultural elite that responded belatedly to a more democratic age and only slowly embraced women writers and the interests of ‘average' Scots. Integrating historical fiction and popular histories in its appreciation of the Scottish historical imaginary, it most importantly tells the story of why, despite the interests of politicians and others, a truly British history has never emerged. This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda's interviews on New Books with Miranda Melcher, wherever you get your podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices

Why we must rethink our residency on the planet to understand the connected challenges of tribalism, inequity, climate justice, and democracy. How can we respond to the current planetary ecological emergency? In To Know the World: A New Vision for Environmental Learning (MIT Press, 2020), Mitchell Thomashow proposes that we revitalize, revisit, and reinvigorate how we think about our residency on Earth. First, we must understand that the major challenges of our time--migration, race, inequity, climate justice, and democracy--connect to the biosphere. Traditional environmental education has accomplished much, but it has not been able to stem the inexorable decline of global ecosystems. Thomashow, the former president of a college dedicated to sustainability, describes instead environmental learning, a term signifying that our relationship to the biosphere must be front and center in all aspects of our daily lives. In this illuminating book, he provides rationales, narratives, and approaches for doing just that. Dr. Mitchell Thomashow is a renowned environmental educator with a career that spans decades, and this is his 4th book within this domain… published by MIT press. An overarching theme of ‘sense of place' has permeated this and his other writings, and all have asked people to stop, see and reflect on the changes around them. Mitch has a had varied career in academia, from teaching and advising graduate students, to initiating a cohort-based, low residency model, for a PhD in Environmental Studies. He has chaired an Environmental Studies Department at Antioch University and subsequently was appointed as the President of Unity College. Mitchell's expertise is still in demand in the environmental arena. He has been well received through over a hundred of his plenary addresses, workshops, and sustainability consultations. Learn more about your ad choices. Visit megaphone.fm/adchoices

A gripping chronicle of the relentless fight for Black educational freedom--and the bold strategies to protect, nourish, and empower Black minds. The Battle for the Black Mind (Legacy Lit, 2025) is an explosive historical account of the struggle for educational justice in America. Drawing on over a decade of archival research, personal reflection, and keen sociological insight, this book traces a century of segregated schooling, examining how early efforts to control Black minds through education systems has laid the foundation for the systemic inequities we still live with today. NAACP Image Award-winning author Dr. Karida L. Brown, takes readers from the rural South to the bustling cities of the North and connects the dots between the experiences of Black students and educators across the nation. From the founding of early Historically Black Colleges and Universities (HBCUs), such as Hampton, Atlanta, and Tuskegee University, to the rise of the Black freedom struggle, The Battle for the Black Mind weaves together the stories of pioneering Black leaders and the institutions they built to educate future generations. Far from dwelling solely on oppression, this book offers powerful insight into how Black people have always fought to create environments where Black minds could thrive. Brown concludes with an urgent and empowering call to action, equipping everyday Americans with practical steps--both big and small--to ensure that Black minds can continue to flourish, even as our education system itself comes under attack. Grounded in both historical rigor and astute social commentary, The Battle for the Black Mind speaks directly to today's national fight over the American classroom, making it clear that the battle for Black minds is far from over. This book will resonate deeply if one understands the transformative power of education and is invested in understanding how education has always played a role in shaping the moral conscience of America. Learn more about your ad choices. Visit megaphone.fm/adchoices

The Education Myth: How Human Capital Trumped Social Democracy (Cornell UP, 2023) questions the idea that education represents the best, if not the only, way for Americans to access economic opportunity. As Jon Shelton shows, linking education to economic well-being was not politically inevitable. In the eighteenth and nineteenth centuries, for instance, public education was championed as a way to help citizens learn how to participate in a democracy. By the 1930s, public education, along with union rights and social security, formed an important component of a broad-based fight for social democracy. Shelton demonstrates that beginning in the 1960s, the political power of the education myth choked off powerful social democratic alternatives like A. Philip Randolph and Bayard Rustin's Freedom Budget. The nation's political center was bereft of any realistic ideas to guarantee economic security and social dignity for the majority of Americans, particularly those without college degrees. Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and Bill Clinton, Republicans like George W. Bush also pushed the education myth. The result, over the past four decades, has been the emergence of a deeply inequitable economy and a drastically divided political system. Jon Shelton is professor and chair of democracy and justice studies at the University of Wisconsin-Green Bay. In addition to The Education Myth he is the author of Teacher Strike! Public Education and the Making of a New American Political Order, which was the winner of the International Standing Conference of the History of Education's First Book Award in 2018. Shelton has also published work in the Washington Post, Dissent, Jacobin, Democracy: A Journal of Ideas, and other publications. He served as the Vice-Chair of the city of Green Bay's first ever Equal Rights Commission and sits on the Board of Directors for the Labor and Working-Class History Association and the Wisconsin Labor History Society. He also serves as President for Higher Education of the American Federation of Teachers-Wisconsin. Learn more about your ad choices. Visit megaphone.fm/adchoices

The teaching of copyright and related concepts can easily be overwhelming to instructors who are experts in their field but may have little to no detailed understanding of copyright law. They require reliable, accessible information to coach students on copyright-related matters. In Teaching Copyright: Practical Lesson Ideas and Instructional Resources (Bloomsbury, 2025), Sara Wolf provides explicit guidance based on U.S. copyright law in the teaching of copyright and related concepts to learners at schools, colleges, and universities. Instructors are supported with time-saving resources such as lesson templates, scenarios, practice activities, and a downloadable test question bank.Additionally, Bloom's Taxonomy labels lessons, activities, and assessment items to enable an appropriately diverse set of learning for students. Instead of reducing copyright to simple recall, the lessons and information in this text will help instructors develop higher-level thinking about copyright and assist them in measuring learners' abilities not just to remember, but also to analyze and evaluate copyright dilemmas. Guest: Dr. Sara E. Wolf is an Associate Professor of library media and educational technology at Auburn University. Host: Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices

Hosts Nina Dos Santos and Owen Bennett Jones explore the mounting political and financial pressures confronting higher education on both sides of the Atlantic. In the U.S., it unpacks the unprecedented clash between the Trump administration and Harvard, raising broader questions about academic freedom, ideological conformity, and the role of government oversight. In the U.K., the conversation turns to the sector's growing reliance on international students and foreign funding—particularly from China—and the implications for institutional independence and research integrity. Together, the episodes chart the uneasy intersection of education, economics, and geopolitics in today's universities.Guests:-Tyler Coward is the lead counsel for government affairs at the Foundation for Individual Rights and Expression (FIRE).-Rose Stephenson is Director of Policy and Advocacy at Higher Education Policy Institute (HEPI)Producer: Pearse LynchExecutive Producer: Lucinda Knight Learn more about your ad choices. Visit megaphone.fm/adchoices

The library is an important partner in academic success for students and professors. So why do so many people overlook this key resource? Karen McCoy takes us inside her job on two college campuses, unpacking what librarians do, and why she's so happy to help everyone find exactly what they need. Our guest is: Karen B. McCoy, who is a librarian currently living in Northern California. Most days, she can be found answering reference questions or conducting information literacy sessions in both the Sierra College Library and American River College Library. Outside of her librarian career, she maintains a blog where she interviews other authors. She has reviewed books for Library Journal and Children's Literature, and she sold a feature article to School Library Journal entitled, “What Teens are Really Reading.” She also contributed a chapter to Now Write! Science Fiction, Fantasy, and Horror. Her debut novel, The Etiquette of Voles, releases in June 2025 through Artemesia Publishing/Kinkajou Press. Our host is: Dr. Christina Gessler, who is a freelance editor for scholarly projects. She is the producer of the Academic Life podcast. Playlist for listeners: Book Banning and The National Coalition Against Censorship Once Upon A Tome That Librarian Understanding Disinformation The Grant Writing Guide Where Does Research Really Begin Archival Etiquette Becoming The Writer You Already Are Project Management for Researchers Find Your Argument The Guide To Getting Unstuck Dealing with the Fs Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Fifty-five years after the terrible shooting at Kent State University, I spoke with Brian VanDeMark, a Professor of History at the US Naval Academy, about his new book, Kent State: An American Tragedy (Norton, 2024). Cutting through the reductive narratives of the shooting, VanDeMark offers a definitive history of the fatal clash between Vietnam War protestors and the National Guard, illuminating its causes, lasting consequences, and cautionary lessons for us all. On May 4, 1970, at Kent State University in Ohio, political fires that had been burning across America during the 1960s exploded. Antiwar protesters wearing bell-bottom jeans and long hair hurled taunts and rocks at another group of young Americans―National Guardsmen sporting gas masks and rifles. At half past noon, violence unfolded with chaotic speed, as guardsmen―many of whom had joined the Guard to escape the draft―opened fire on the students. Two reductive narratives ensued: one, that lethal state violence targeted Americans who spoke their minds; the other, that law enforcement gave troublemakers the comeuppance they deserved. For over fifty years, little middle ground has been found due to incomplete and sometimes contradictory evidence. Kent State meticulously re-creates the divided cultural landscape of America during the Vietnam War and heightened popular anxieties around the country. On college campuses, teach-ins, sit-down strikes, and demonstrations exposed the growing rift between the left and the right. Many students opposed the war as unnecessary and unjust and were uneasy over poor and working-class kids drafted and sent to Vietnam in their place. Some developed a hatred for the military, the police, and everything associated with authority, while others resolved to uphold law and order at any cost. Focusing on the thirteen victims of the Kent State shooting and a painstaking reconstruction of the days surrounding it, historian Brian VanDeMark draws on crucial new research and interviews―including, for the first time, the perspective of guardsmen who were there. The result is a complete reckoning with the tragedy that marked the end of the sixties. Dr. Andrew O. Pace is a historian of the US in the world who specializes in the moral fog of war. He is currently a DPAA Research Partner Fellow at the University of Southern Mississippi and a co-host of the Diplomatic History Channel on the New Books Network. He is also working on a book about the reversal in US grand strategy from victory at all costs in World War II to peace at any price in the Vietnam War. He can be reached at andrew.pace@usm.edu or via https://www.andrewopace.com/. Andrew is not an employee of DPAA, he supports DPAA through a partnership. The views presented are those of the author and do not necessarily represent the views of DPAA, DoD or its components.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Can a student inherit time? What difference does time make to their educational journeys and outcomes? The Time Inheritors: How Time Inequalities Shape Higher Education Mobility in China (SUNY Press, 2025) draws on nearly a decade of field research with more than one hundred youth in China to argue that intergenerational transfers of privilege or deprivation are manifested in and through time. Comparing experiences of rural-to-urban, cross-border, and transnational education, Cora Lingling Xu shows how inequalities in time inheritance help drive deeply unequal mobility. With its unique focus on time, nuanced comparative analysis, and sensitive ethnographic engagement, The Time Inheritors opens new avenues for understanding the social mechanisms shaping the future of China and the world. Dr Cora Lingling Xu (PhD Cambridge) is Associate Professor at Durham University, UK. Cora is a sociologist interested in education mobilities and social inequalities. Her research examines how the intersection of class, time, rural-urban divides, gender, ethnicity, and geopolitics can shape social agents' educational and life trajectories. She is an executive editor of the British Journal of Sociology of Education. Cora's research on Chinese international students has been featured in BBC Radio 4's documentary 'Chinese on Campus', and on BBC News. Her email address is lingling.xu@durham.ac.uk. Yadong Li is a socio-cultural anthropologist-in-training. He is registered as a PhD student at Tulane University. His research interests lie at the intersection of economic anthropology, development studies, hope studies, and the anthropology of borders and frontiers. More details about his scholarship and research interests can be found here. Learn more about your ad choices. Visit megaphone.fm/adchoices

In Banned: The Fight for Mexican American Studies in the Streets and in the Courts (Cambridge UP, 2025), readers are taken on a journey through the intense racial politics surrounding the banning of Mexican American Studies in Tucson, Arizona. This book details the state-sponsored racism that led to the elimination of this highly successful program, and the grassroots and legal resistance that followed. Through extensive research and firsthand narratives, readers will gain a deep understanding of the controversy surrounding this historic case. The legal challenge successfully overturned the Arizona law and became a central symbol in the modern-day Ethnic Studies renaissance. This work is a must-read for anyone interested in understanding the power of community activism, the importance of fighting for educational equity, and why the example of Tucson created an alternative blueprint for how we can challenge states that are currently banning critical race theory. Learn more about your ad choices. Visit megaphone.fm/adchoices

Universities are under attack, but what exactly are the threats? How does free speech in the last 10 years compare to today? What do we stand to lose if higher education collapses? In this episode, Brandice Canes-Wrone dives into the major threats facing universities—from defunding to restrictions on free expression—and what we can do to solve them. We explore the history of universities, from their religious roots to the transformative impact of the GI Bill, examine how America's global leadership is tied to the strength of its higher education system, and discuss why universities must remain vital spaces for intellectual experimentation, free inquiry, and personal growth. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I'm speaking with Pano Kanelos, founding president of the University of Austin. A scholar and professor of Shakespeare studies, Panos' advocacy for the liberal arts eventually lead him to become president of St. John's College in Annapolis. In the past few years, Pano has found himself at the center of an academic project that seemed rather unlikely in an era where the big universities are getting bigger and other colleges are shuttering their doors. The University of Austin's creation points to the potential for dynamism and change in academia. While it's just getting started, the story of University of Austin is one to follow for anyone interested in how higher education is changing in the 21st century. Caleb Zakarin is editor at the New Books Network. Let's face it, most of the popular podcasts out there are dumb. NBN features scholars (like you!), providing an enriching alternative to students. We partner with presses like Oxford, Princeton, and Cambridge to make academic research accessible to all. Please consider sharing the New Books Network with your students. Download this poster here to spread the word. Please share this interview on Instagram, LinkedIn, or Bluesky. Don't forget to subscribe to our Substack here to receive our weekly newsletter. Learn more about your ad choices. Visit megaphone.fm/adchoices

What does a general education from an Ivy League mean? What structures produce the course catalogues that students can choose to customize their education from? Is a world-class degree a world-class education? In this episode, we sit down with the three authors of Slacking: A Guide A Guide to Ivy League Miseducation (Encounter Books, 2025). Adam Kissel, Madison Marino Doan, and Rachel Alexander Cambre guide us through their process of collaboration and their argument that Ivy League institutions are not providing students with a quality education. Through the saturation of DEI-coded or hyper-specialized courses, they argue, students lack access to classical education and Western civilization–based instruction that would better serve their intellectual development. The authors discuss their approach to building the argument, the origins of their idea, and what students should keep in mind when selecting their schools and course lists. Adam Kissel is a visiting fellow for higher education reform in the Center for Education Policy at The Heritage Foundation. He is a board member of the University of West Florida, Southern Wesleyan University, and the National Association of Scholars. Rachel Alexander Cambre teaches for Belmont Abbey College's new Master of Arts in Classical and Liberal Education program. A visiting fellow in the B. Kenneth Simon Center for American Politics and Center for Education Policy at The Heritage Foundation from 2022 to 2024, she researches and writes on liberal arts education and American political thought. She held a research postdoctoral fellowship at the James Madison Program from 2019-2020. Madison Marina Doan is a senior research associate in the Center for Education Policy at The Heritage Foundation. Her work focuses on affordability and accountability reform in higher education and K-12 education choice initiatives. Her work may be found in Fox News, Washington Examiner, Washington Times, The Daily Signal, and the Educational Freedom Institute. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

Back in 2021, John and Elizabeth sat down with Brandeis string theorist Albion Lawrence to discuss cooperation versus solitary study across disciplines. They sink their teeth into the question, “Why do scientists seem to do collaboration and teamwork better than other kinds of scholars and academics?” The conversation ranges from the merits of collective biography to the influence of place and geographic location in scientific collaboration to mountaineering traditions in the sciences. As a Recallable Book, Elizabeth champions The People of Puerto Rico, an experiment in ethnography of a nation (in this case under colonial rule) from 1956, including a chapter by Robert Manners, founding chair of the Brandeis Department of Anthropology. Albion sings the praises of a collective biography of the Art Ensemble of Chicago, A Message to Our Folks. But John stays true to his Victorianist roots by praising the contrasting images of the withered humanist Casaubon and the dashing young scientist Lydgate in George Eliot's own take on collective biography, Middlemarch. Discussed in this episode: Richard Rhodes Making of the Atomic Bomb Ann Finkbeiner, The Jasons: The Secret History of Science's Postwar Elite James Gleick, The Information Jon Gertner, The Idea Factory: Bell Labs and the Great Age of American Innovation Black Hole photographs win giant prize Adam Jaffe, “Geographic Localization of Knowledge Spillovers as Evidenced by Patent Citations“ Jamie Cohen-Cole, The Open Mind Julian Steward et al., The People of Puerto Rico Paul Steinbeck, Message to Our Folks Jenny Uglow, Lunar Men George Eliot, Middlemarch Listen to and Read the episode here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Wage stagnation, growing inequality, and even poverty itself have resulted from decades of neoliberal decision making, not the education system, writes Neil Kraus in his urgent call to action, The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement (Temple UP, 2023). Kraus claims the idea that both the education system and labor force are chronically deficient was aggressively and incorrectly promoted starting in the Reagan era, when corporate interests and education reformers emphasized education as the exclusive mechanism providing the citizenry with economic opportunity. However, as this critical book reveals, that is a misleading articulation of the economy and education system rooted in the economic self-interests of corporations and the wealthy. The Fantasy Economy challenges the basic assumptions of the education reform movement of the last few decades. Kraus insists that education cannot control the labor market and unreliable corporate narratives fuel this misinformation. Moreover, misguided public policies, such as accountability and school choice, along with an emphasis on workforce development and STEM over broad-based liberal arts education, have only produced greater inequality. Ultimately, The Fantasy Economy argues that education should be understood as a social necessity, not an engine of the neoliberal agenda. Kraus' book advocates for a change in conventional thinking about economic opportunity and the purpose of education in a democracy. Neil Kraus is Professor of Political Science at the University of Wisconsin, River Falls. He is the author of Majoritarian Cities: Policy Making and Inequality in Urban Politics and Race, Neighborhoods, and Community Power: Buffalo Politics, 1934-1997. Learn more about your ad choices. Visit megaphone.fm/adchoices