New Books in Higher Education

Higher education continually mediates long standing traditions while seeking new ways of thinking, creating a quiet tension as institutions respond to shifting and multiple socio-cultural values. Dance programs, not immune to these currents, must consider intersecting obligations to build a more equitable curriculum, meet the needs of an increasingly diverse population, and prepare students for a wider array of dance-based careers. In view of their critical role in stewarding the next generation of dance artists-educators-scholars-leaders and fostering change in higher education, faculty must give more attention to the experiences of those committed to dance in higher education.Stories We Dance / Stories We Tell: Essays on Dance in Higher Education (McFarland, 2025) articulates and considers these lived experiences, revealing the inner workings of dance in higher education. Autoethnographic essays varying in style and scope illuminate the pressures encountered across one's career trajectory. By unearthing and contextualizing hidden challenges, expectations, and opportunities, the authors speak to possibilities for how proactive change in dance education can occur. Learn more about your ad choices. Visit megaphone.fm/adchoices

The Highest Exam: How the Gaokao Shapes China (Harvard UP, 2025), provides a detailed, research-driven survey of the gaokao, China's high-stakes college entrance exam. Authors Ruixue Jia and Hongbin Li--past test-takers themselves--show how the exam system shapes schooling, serves state interests, inspires individualistic attitudes, and has lately become a touchstone in US education debates.   Ruixue Jia is a professor of economics at the School of Global Policy and Strategy at UC San Diego. She also serves as co-director of the China Data Lab, executive secretary of the Association of Comparative Economic Studies (ACES) and co-chair of the China Economic Summer Institute (CESI). Hongbin Li is the James Liang Chair, Faculty Co-director of the Stanford Center on China's Economy and Institutions, a Senior Fellow of Stanford Institute for Economic Policy Research (SIEPR) and Freeman Spogli Institute for International Studies (FSI), Stanford University.  Interviewer Peter Lorentzen is an associate professor of economics at the University of San Francisco, where he leads the Master's program in International and Development Economics. Learn more about your ad choices. Visit megaphone.fm/adchoices

Parents are exhausted. When did raising children become such all-consuming, never-ending, incredibly expensive, and emotionally absorbing effort? In this eye-opening book, Nina Bandelj explains how we got to this point--how we turned children into financial and emotional investments and child-rearing into laborious work. At the turn of the twentieth century, children went from being economically useful, often working to support families, to being seen by their parents as vulnerable and emotionally priceless. In the new millennium, however, parents have become overinvested in the emotional economy of parenting. Analyzing in-depth interviews with parents, national financial datasets, and decades of child-rearing books, Bandelj reveals how parents today spend, save, and even go into debt for the sake of children. They take on parenting as the hardest but most important job, and commit their entire selves to being a good parent. The economization and emotionalization of society work together to drive parental overinvestment, offering a dizzying array of products and platforms to turn children into human capital--from financial instruments to extracurricular programs to therapeutic parenting advice. And yet, Bandelj warns, the privatization of child-rearing and devotion of parents' monies, emotions, and souls ultimately hurt the well-being of children, parents, and society. Overinvested: The Emotional Economy of Modern Parenting (Princeton UP, 2026) offers a compelling argument that we should reimagine children and what it means to raise them. Nina Bandelj is Chancellor's Professor in the Department of Sociology at the University of California, Irvine, and past president of the Society for the Advancement of Socio-Economics. Caleb Zakarin is CEO and Publisher of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

Rural students are unlikely to pursue degrees from private, selective schools. Why? And what happens to the handful of rural students who do attend elite colleges, colleges that may feel worlds away from home? Educated Out shows how geography shapes rural, first-generation students' access to college, their college experiences, and their postgraduation plans and opportunities. These students discover that home and college are very different worlds—and, over time, they start to question both. As they near graduation and navigate a job market in which the highest-paying and most prestigious opportunities are located in urban centers, they begin to feel the complicated burden of their schooling: they've been “educated out.”  In addition to advocating for a higher education landscape that truly includes rural students, Dr. Tieken critiques a system that requires people to leave their rural homes in search of opportunities. Without meaningful change, some students will have to make the impossible decision to leave home—and far more will remain there, undereducated and overlooked. Both engaging and accessible, Educated Out presents important and timely questions about rurality, identity, education, and inequality. Our guest is: Dr. Mara Casey Tieken, who is associate professor of education at Bates College. She is the author of Educated Out; and Why Rural Schools Matter. Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and show host of the Academic Life podcast. Playlist for listeners: The Cornell Sweatshirt Tweet Show Them You're Good Where Is Home The Two Keys To Student Retention The Good- Enough Life How to Get In to the College of Your Dreams Imposter Syndrome Who Needs College? How to College A Meaningful Life Try To Love The Questions Welcome to Academic Life, the podcast for your academic journey—and beyond! You help 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 300+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

A lively and entertaining cultural history of a supremely annoying intellectual vice Intellectuals have long provoked scorn and irritation, even downright aggression. Many learned individuals have cast such hostility as a badge of honor, a sign of envy, or a form of resistance to inconvenient truths. On Pedantry: A Cultural History of the Know-it-All (Princeton University Press, 2025) offers an altogether different perspective, revealing how the excessive use of learning has been a vice in Western culture since the days of Socrates. Taking readers from the academies of ancient Greece to today's culture wars, Arnoud Visser explains why pretentious and punctilious learning has always annoyed us, painting vibrant portraits of some of the most intensely irritating intellectuals ever known, from devious sophists and bossy savantes to hypercritical theologians, dry-as-dust antiquarians, and know-it-all professors. He shows how criticisms of pedantry have typically been more about conduct than ideas, and he demonstrates how pedantry served as a weapon in the perennial struggle over ideas, social status, political authority, and belief. Shifting attention away from the self-proclaimed virtues of the learned to their less-than-flattering vice, Visser makes a bold and provocative contribution to the history of Western thought. Drawing on a wealth of sources ranging from satire and comedy to essays, sermons, and film, On Pedantry sheds critical light on why anti-intellectual views have gained renewed prominence today and serves as essential reading in an age of rising populism across the globe. Arnoud S. Q. Visser is professor of textual culture in the Renaissance at Utrecht University and director of the Huizinga Institute, the Dutch national research school for cultural history. Caleb Zakarin is CEO and Publisher of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. 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. Learn more about your ad choices. Visit megaphone.fm/adchoices

In Everything Is Fine, I'll Just Work Harder: Confessions of A Former Badass (Street Noise Books, 2025), Professor Cara Gormally draws us into the familiar academic world of chronic busyness. In panel after panel, Cara brings us into a life numbed by overwork. Then, as this graphic memoir shows us, during an ordinary early-morning run, Cara's watch dings with a Facebook friend request. Their rapist wants to “friend” them. Cara always had a long to-do list; always had many projects; always was busy. But as their rapist continued to send friend requests and tried to reconnect with them, they began to lose their grip on their work, projects, and relationships. But then Cara connects with a therapist who guides them through a long but powerful process of healing. And Cara works to desensitize, reprocess, excavate and relive the old wounds in order to move past them and heal. This episode explores: Cara's path to academia; how she discovered her love of science; how art and writing can help us heal; the work of going to therapy; what radical self-acceptance is; why overwork can be a sign of a trauma response; the risks and rewards of changing; and the importance of writing communities. This episode does not discuss sexual assault. Our guest is: Dr. Cara Gormally (they/them), who is a professor at Gallaudet University, in Washington, D.C. Their interdisciplinary research focuses on questions related to making science relevant and accessible to increase students' belonging in STEM. Their new book is Everything Is Fine, I'll Just Work Harder: Confessions of a Former Badass. Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and host of the Academic Life podcast. Playlist for listeners: Being Well in Academia How We Talk About Gender and Why It Matters Tw-Eats: A Little Book with Big Feelings Belonging: The Science of Creating Connection Parenting and Personal Life in Academia What is burnout and how do you recover from it? What Do You Want Out of Life? Make Your Art No Matter What Welcome to Academic Life, the podcast for your academic journey—and beyond! You help 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 300+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

An eye-opening look at how all American workers, even the highly educated and experienced, are vulnerable to the stigma of unemployment. After receiving a PhD in mathematics from MIT, Larry spent three decades working at prestigious companies in the tech industry. Initially he was not worried when he lost his job as part of a large layoff, but the prolonged unemployment that followed decimated his finances and nearly ended his marriage. Larry's story is not an anomaly. The majority of American workers experience unemployment, and millions get trapped in devastating long-term unemployment, including experienced workers with advanced degrees from top universities. How is it possible for even highly successful careers to suddenly go off the rails? In The Stigma Trap: College-Educated, Experienced, and Long-Term Unemployed (Oxford UP, 2024), Ofer Sharone explains how the stigma of unemployment can render past educational and professional achievements irrelevant, and how it leaves all American workers vulnerable to becoming trapped in unemployment. Drawing on interviews with unemployed workers, job recruiters, and career coaches, Sharone brings to light the subtle ways that stigmatization prevents even the most educated and experienced workers from gaining middle-class jobs. Stigma also means that an American worker risks more than financial calamity from a protracted period of unemployment. One's closest relationships and sense of self are also on the line. Eye-opening and clearly written, The Stigma Trap is essential reading for anyone who has experienced unemployment, has a family member or friend who is unemployed, or who wants to understand the forces that underlie the anxiety-filled lives of contemporary American workers. The book offers a unique approach to supporting unemployed jobseekers. At a broader level it exposes the precarious condition of American workers and sparks a conversation about much-needed policies to assure that we are not all one layoff away from being trapped by stigma. Stephen Pimpare is a Senior Fellow at the Carsey School of Public Policy at the University of New Hampshire. Learn more about your ad choices. Visit megaphone.fm/adchoices

Valuing the Community College Library: Impactful Practices for Institutional Success (2025, ACRL) provides a holistic approach to exhibiting community college library value through historical context, practical applications, and future thinking. Through case studies, editorials from administrators, and practical approaches, it addresses why community college libraries exist and should exist, and the nuanced approaches to how library workers situate themselves at their institutions. Community college libraries need to provide access to content, people, space, and technology and offer instruction, but can also serve as an outreach arm in advancing the mission of open enrollment and affordable access to higher education. Valuing the Community College Library can help you be an advocate for your library on campus and in your community. Guests: Terra B. Jacobson (Chicago, IL) has been the dean of the Learning Resource Center at Moraine Valley Community College (Palos Hills, IL) since 2016 and has worked in community college libraries since 2009. She has a M.S. in Information Science (Indiana University, Bloomington) as well as a M.S. in Library Science (Indiana University, Bloomington). Terra received her Ph.D. in Information Studies (Dominican University, IL). Her dissertation title is: The Value of Community College Libraires: Executive Leadership Team Perceptions of the Community College Library. Terra is the 2021 recipient of the Illinois Library Association's Valerie J. Wilford Scholarship Grant for Library Education. She also received the ALA College Libraries Section Innovation in College Librarianship award in 2014. Terra participates locally as a board member for the Consortium of Academic and Research Libraries and works extensively with the Network of Illinois Learning Resources in Community Colleges (NILRC). She recently published the book Valuing the Community College Library: Impactful Practices for Institutional Success (2025) with ACRL. She currently teaches online at the State University of New York and at Dominican University in the School of Information Studies. Spencer Brayton is director of Library Services at Waubonsee Community College (northeastern Illinois, USA). His research and publication interests include media and information literacy, community college libraries, coaching and leadership. Spencer received his Master of Arts in Library and Information Studies from the University of Wisconsin-Madison, a Master of Science in Management from the University of St. Francis (Joliet, IL), and is currently pursuing a Doctorate of Education in Higher Education from the University of Southern Mississippi. 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

How to Organize Inclusive Events and Conferences is the ultimate guide to creating welcoming, safe, and accessible gatherings for everyone. With detailed strategies and illustrative examples, How to Organize Inclusive Events and Conferences uses principles of design justice to share how to put on truly inclusive occasions built for the needs and abilities of all. If you attend or host conferences, organize events for fun or for a living, or have ever thought, “I guess these spaces just aren't made for me and I wish I could change that,” this book is written for you! Dr. Alex D. Ketchum provides the ethical framework of what true inclusion in action means, considering a broad variety of identities and experiences such as economic hardship, childcare needs, racial and ethnic identities, disabilities, neurodivergence, and more. Whether you're hosting an academic symposium, an activist meeting, a feminist zinefest, or a comics con, Dr. Ketchum offers a step-by-step guide through the planning and execution process, with useful tips, timelines, and templates along the way. This book is an indispensable companion to building events and conferences from an ethic of care, allowing us to cultivate authentic community and to create the better world we desire—together. Our guest is: Dr. Alex Ketchum, who is the Faculty Lecturer at the Institute for Gender, Sexuality and Feminist Studies at McGill University. She is the author of Engage in Public Scholarship, and How to Organize Inclusive Events and Conferences. A full list of her publications and projects can be found at alexketchum.ca. Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and show host of the Academic Life podcast. Playlist for listeners: Engage in Public Scholarship Designing & Facilitating Workshops With Intentionality Sitting Pretty Leading Toward Liberation Inclusion in Organizations Lessons From Launching An Online Conference You Have More Influence Than You Think A Pedagogy of Kindness Doing The Work of Equity Leadership The Entrepreneurial Scholar What Might Be 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 300+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Higher education is about transformation: research shows that the most well-prepared graduates are those who have experienced changes in how they think about and experience the world around them. Combined with flexible information-seeking and evaluation skills, learning ways to break information bubbles is essential for dealing with today's challenging, complex information environment. Jack Mezirow's transformative learning theory, which frames how adults think about and interact with the world around them, offers a way forward. In Information Literacy and Critical Thinking: Using Perspective Transformation to Break Information Bubbles (2025, ALA) Amanda Nichols Hess invites academic librarians to consider critical librarianship, pedagogy, and information literacy instruction in tandem with transformative learning theory, demonstrating tangible ways to integrate these concepts into their practice. Readers will discover an overview of critical library pedagogy and transformative learning theory, showing how reflection and action lie at the core of both ideas; in-depth exploration of the ten phases of the perspective transformation process and how they relate to key facets of critical librarianship, critical pedagogy, and critical information literacy; important theoretical and research viewpoints that elucidate perspective transformation; real-world scenarios modelling how one's own praxis can support learners; and a myriad of ideas, reflection questions, opportunities for action, and additional resources to spur readers to look beyond their own information bubbles and facilitate environments where learners can do the same. Guest: Amanda Nichols Hess, PhD, is the coordinator of instruction and research help at Oakland University in Rochester, Michigan. She holds a PhD in educational leadership, an education specialist certificate in instructional technology, and a Master of Science in information. Amanda's research focuses on information literacy, instructional design, online learning, and the intersections of these topics—particularly in library-centric professional learning. Her work has been published in College & Research Libraries, Communications in Information Literacy, Journal of Academic Librarianship, and portal: Libraries and the Academy, among other venues. In addition to editing and authoring books for ACRL and ALA Editions, Amanda also authored Transforming Academic Library Instruction (Rowman & Littlefield, 2019). 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

Among the most common challenges on college campuses today is figuring out how to navigate our politically charged culture and engage productively with opposing viewpoints. In Try to Love the Questions: From Debate to Dialogue in Classrooms and Life (Princeton UP, 2024), Lara Schwartz introduces the fundamental principles of free expression, academic freedom, and academic dialogue, showing how open expression is the engine of social progress, scholarship, and inclusion. She sheds light on the rules and norms that govern campus discourse—such as the First Amendment, campus expression policies, and academic standards—and encourages students to adopt a mindset of inquiry that embraces uncertainty and a love of questions. Empowering students, scholars, and instructors to listen generously, explore questions with integrity, and communicate to be understood, Try to Love the Questions includes writing exercises and discussion questions in every chapter, making it an indispensable resource for anyone interested in practicing good-faith dialogue. Content note: The “test” Dr. Gessler references is a quiz on contraception, and the prevention and transmission of several different diseases; the prizes offered were candy bars. Our guest is: Professor Lara Schwartz, who focuses on dialogue across difference, freedom of speech and dissent, inclusive pedagogy, dispute resolution, and depolarization. Drawing on her experience as a legislative lawyer, lobbyist, and communications strategist in leading civil rights organizations, Professor Schwartz understands how to lay the groundwork for important, tough conversations across difference. She is the author of Try to Love the Questions. Our host is: Dr. Christina Gessler, who is a full-time writing coach, grad student coach, and developmental editor. She is the producer and show host of the Academic Life podcast. Playlist for listeners: The Good-Enough Life The Entrepreneurial Scholar What Do You Want Out of Life My What-if Year Gay on God's Campus Black and Queer On Campus Moments of Impact You Have More Influence Than You Think The Last Human Job The Ai Mirror Welcome to Academic Life, the podcast for your academic journey—and beyond! You help support the show by downloading, teaching with, and recommending episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 300+ Academic Life episodes? Find them all here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

I talked to Dr. Samuel Moore about his recent book, Publishing Beyond the Market: Open Access, Care, and the Commons, (U Michigan Press, 2025) Samuel Moore is the Scholarly Communication Specialist at Cambridge University Libraries, Associate Lecturer at Cambridge Digital Humanities, and College Research Associate at King's College, Cambridge. In his book, Sam argues that the move to open access should focus less on the free accessibility of research outputs and more on who controls the publications and infrastructures for scholarly communication. By deploying theoretical literature on science and technology studies, care ethics, and the commons, the book critically interrogates open access and reimagines a more ethical future for researcher-led publishing. A case study of Plan S – the multi-funder European policy for open access publishing – explores its tendency to rehearse all the failures of commercialisation. Through critical engagement with the open access landscape, the book reveals the shortcomings of market-centric and policy-based approaches to open access book and journal publishing, particularly their tendency to reinforce conservatism, commercialism, and private control of publishing. Going forward, the book explores the importance of collectivity and democratic governance within the transition to open access publishing. It suggests that developing a commons-based, scholar-led publishing landscape through a series of presses that are each managed by working academics could offer a productive counterpoint to marketised systems of open access and subscription publishing. In weaving themselves together in order to "scale small" these publishing initiatives would act as a counter-hegemonic project based on mutual reliance and care. By illustrating how these projects build toward a commons-based publishing future, and how they may complement other approaches to publishing within university presses and libraries, the book culminates in an argument for the infrastructures, policies, and forms of governance needed to nurture such a collective vision. Sam's book, which I am glad to say is available as an open-access ebook alongside the paperback, is the subject of our conversation. Stephen Pinfield is Professor of Information Services Management at the University of Sheffield, UK, and Senior Research Fellow at the Research on Research Institute (RoRI). Learn more about your ad choices. Visit megaphone.fm/adchoices

I'm excited to talk to Carlo Rotella today. Carlo is Professor of English at Boston College. His books include The World Is Always Coming to an End: Pulling Together and Apart in a Chicago Neighborhood (University of Chicago Press, 2019); Playing in Time: Essays, Profiles, and Other True Stories (University of Chicago Press, 2012); Cut Time: An Education at the Fights (Houghton Mifflin, 2003); and October Cities (University of California Press, 1998). He has written for the New York Times, The Boston Globe, The New Yorker, and Harper's. Today, we discuss Carlo's new book, What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics (University of California Press, 2025). The book does two things. It directly reports what happened in a class Carlo taught in the spring of 2020. Carlo interviews students in the semesters after the class ended, learning what students were going through while they were taking your class, and also what stood out in their memories years later. The second thing the book does is offer hands-on lessons from a life of teaching. Throughout the book, Carlo discusses how to deal with a class that hates the novel that you assigned, how to reach out to a student who falls silent, and how to introduce the multitude of ways of being enthusiastic about literature to skeptical students. Learn more about your ad choices. Visit megaphone.fm/adchoices

Following the end of the Cold War, the world experienced a remarkable wave of democratization. Over the next two decades, numerous authoritarian regimes transitioned to democracies, and it seemed that authoritarianism as a political model was fading. But as recent events have shown, things have clearly changed.In Dictating the Agenda: The Authoritarian Resurgence in World Politics (Oxford UP, 2025), authors Dr. Alexander Cooley and Dr. Alexander Dukalskis reveal how today's authoritarian states are actively countering liberal ideas and advocacy surrounding human rights and democracy across various global governance domains. The transformed global context has unlocked for authoritarian states the possibility to contend with Western liberal soft power in new, traditionally "non-political" ways, including by plugging or even reversing the very channels of influence that originally spread liberalism. Dr. Cooley and Dr. Dukalskis ultimately advance a theory of authoritarian snapback, the process in which non-democratic states limit the transnational resonance of liberal ideas at home and advance anti-liberal norms and ideas into the global public sphere.Drawing from a range of evidence, including field work interviews and comparative case studies that demonstrate the changing nature of consumer boycotts, a database of authoritarian government administrative actions against foreign journalists, a database of global content-sharing agreement involving Chinese and Russian state media, and a database of transnational higher education partnerships involving authoritarian and democratic countries, this book doesn't just reveal the limits of the liberal influence taken for granted across the world. It offers a novel theory of how authoritarian governments figured out how to exploit and repurpose the same actors, tools, and norms that once exclusively promoted and sustained US-backed liberalism. 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

A transcript of this interview is available [here] Preserving Disability: Disability and the Archival Profession (Library Juice Press, 2024) weaves together first-person narratives and case studies contributed from disabled archivists and disabled archives users, bringing critical perspectives and approaches to the archival profession. Contributed chapters span topics such as accessibility of archives and first-person experiences researching disability collections for disabled archives users; disclosure and accommodations and self-advocacy of disabled archivists; and processing and stewarding disability-related collections. Collectively, these works address the nuances of both disability and archives-critically drawing attention to the histories, present experiences, and future possibilities of the archival profession. Dr. Gracen Brilmyer is an Assistant Professor in the School of Information Studies at McGill University and the Director of the Disability Archives Lab. Their research lies at the intersection of feminist disability studies, archival studies, and the history of science, where they investigate the erasure of disabled people in archives primarily within the history of natural history museums and colonial histories. This historical-archival research is complemented by empirical research on how living disabled people use and experience archives today. Their work has been featured in publications such as The Journal of Feminist Scholarship, Archival Science, and First Monday. Their research is shaped by their experiences as a white, Disabled, non-binary person. For more: here Dr. Lydia Tang is an Outreach and Engagement Coordinator for LYRASIS. Previously, she held archivist positions at Michigan State University, the Library of Congress, and numerous graduate positions at the University of Illinois, where she received her MLIS and Doctor of Musical Arts degree. Passionate about accessibility and disability representation in archives, she served on the Task Force to Revise the Best Practices on Accessible Archives for People with Disabilities and spearheaded founding the Society of American Archivists' (SAA) Accessibility & Disability Section (ADS). She is the 2020 recipient of SAA's Mark A. Greene Emerging Leader Awardand was recognized in three SAA Council resolutions as a co-founder of the Archival Workers Emergency Fund, for spearheading the Accessibility & Disability Section's“Archivists at Home” document, and for the “Guidelines for Accessible Archives for People with Disabilities.” In addition to her professional service with SAA, she has contributed to accessibility initiatives within DLF Digital Accessibility Working Group and the ArchivesSpace open source software and community by leading the Staff Interface Enhancement Working Group, Development Prioritization subteam, founding the Usability subteam, and chairing the Users Advisory Council. Learn more about your ad choices. Visit megaphone.fm/adchoices

We're all familiar with the sentiment that “college is the best time of your life.” Along with a newfound sense of freedom, students have a unique opportunity to forge lifelong friendships at a point in life when friendship is particularly important. Why is it, then, that so many college students are falling victim to what the US Surgeon General termed an “epidemic of loneliness and isolation”? How do different aspects of college life help or hinder students' ability to form deep connections?In Making, Keeping, and Losing Friends: How Campuses Shape College Students' Networks (U Chicago Press, 2025), sociologist Janice M. McCabe shows that the way a college is structured—whether students live in dorms or commute, study abroad or stay close to campus, have plentiful common areas for clubs to meet or not—can either encourage or hinder the making of meaningful friendships. Based on interviews with 95 students on three distinct campuses—a small private college (Dartmouth College), a large public university (University of New Hampshire), and a non-residential community college (Manchester Community College)—McCabe captures a wide range of experiences and discovers how features of the campuses make it easier or harder for students to make and keep friends. She shows how and why, across all three institutions, some students thrive in deep and lasting friendships with their peers.As McCabe's research reveals, we need to look at the structures of students' networks, the institutions they attend, and the importance of their identities in these places if we are to truly uncover and address the loneliness epidemic facing today's young adults. Michael O. Johnston, Ph.D. is an Associate Professor of Sociology at William Penn University, where he specializes in the cultural and interpretive study of space, behavior, and identity. His scholarship examines how designed environments shape social interaction, connectedness, and moral life across diverse settings. He is the author of The Social Construction of a Cultural Spectacle: Floatzilla (Lexington Books, 2023) and Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River (Lexington Books, 2022). His current research projects include ethnographic studies of escape rooms as emotion-structured environments, the use of urban aesthetics in rural downtown districts, and the lived experience of belongingness among college and university students. To learn more about his work, visit his personal website, Google Scholar profile, or connect with him on Bluesky (@professorjohnst.bsky.social) or Twitter/X (@ProfessorJohnst). He can also be reached directly by email. Learn more about your ad choices. Visit megaphone.fm/adchoices

At a time when college students and their parents often question the "return on investment" from humanities courses, accomplished feature writer and English professor Carlo Rotella invites us into the minds of a group of skeptical first-year students who are ultimately transformed by a required literature class. In What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics (University of California Press, 2025) he follows thirty-three students through his class to provide an intimate look at teaching and learning from their perspectives as well as his own. The students' reluctance--"How does this get me a job?"--transforms into insight as they wrestle with challenging books, share ideas, discover how to think critically, and form a community. In all these ways, they learn how to extract meaning from the world around them, an essential life skill. Confronting skeptics of higher education, this compassionate and inspiring book reveals the truth of what students actually experience in college. Carlo Rotella is Professor of English at Boston College. Caleb Zakarin is editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

For well over one hundred years, people have been attempting to make American colleges and universities more efficient and more accountable. Indeed, Ethan Ris argues in Other People's Colleges: The Origins of American Higher Education Reform (U Chicago Press, 2022), the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it. The result is a sector that has learned to accept top-down reform as part of its existence. In the early twentieth century, the “academic engineers,” a cadre of elite, external reformers from foundations, businesses, and government, worked to reshape and reorganize the vast base of the higher education pyramid. Their reform efforts were largely directed at the lower tiers of higher education, but those efforts fell short, despite the wealth and power of their backers, leaving a legacy of successful resistance that affects every college and university in the United States. Today, another coalition of business leaders, philanthropists, and politicians is again demanding efficiency, accountability, and utility from American higher education. But, as Ris argues, top-down design is not destiny. Drawing on extensive and original archival research, Other People's Colleges offers an account of higher education that sheds light on today's reform agenda. Joao Souto-Maior is PhD Student in Sociology of Education at the New York University. Learn more about your ad choices. Visit megaphone.fm/adchoices

Making a Grade: Victorian Examinations and the Rise of Standardized Testing (U Toronto Press, 2025) takes historiographic and sociological perspectives developed to understand large-scale scientific and technical systems and uses them to highlight the standardization that went into "standardized testing." Starting in the 1850s achievement tests became standardized in the British Isles, and were administered on an industrial scale. By the end of the century more than two million people had written mass exams, particularly in science, technology, and mathematics. Some candidates responded to this standardization by cramming or cheating; others embraced the hope that such tests rewarded not only knowledge but also merit. Written with humour, Making a Grade looks at how standardized testing practices quietly appeared, and then spread worldwide. This book situates mass exams, marks, and credentials in an emerging paper-based meritocracy, arguing that such exams often first appeared as "cameras" to neutrally record achievement, and then became "engines" to change education as people tailored their behaviour to fit these tests. Taking the perspectives of both examiners and examinees, Making a Grade claims that our own culture's desire for accountability through objective testing has a long history. James Elwick is Associate Professor at the Department of Science, Technology and Society, for which he is also Chair. He has written on the history of the life sciences and scientists including John Tyndall, Herbert Spencer, and T.H. Huxley, and is currently writing a history of academic integrity, viewed through the lens of students who cheat on their tests and other school assessments. Jacob Ward is a historian at Maastricht University, the Netherlands. He has written in the history of science and technology, environmental history, business and financial history, and political history. He recently published Visions of a Digital Nation: Market and Monopoly in British Telecommunications (MIT Press, 2024) and he's currently working on a history of futurology in the United Kingdom and Europe from 1945 to the present day. Learn more about your ad choices. Visit megaphone.fm/adchoices

For many years, Diane Ravitch was among the country's leading conservative thinkers on education. The cure for what ailed the school system was clear, she believed: high-stakes standardized testing, national standards, accountability, competition, charters, and vouchers. Then Ravitch saw what happened when these ideas were put into practice and recanted her long-held views. The problem was not bad teachers or failing schools, as conservatives claimed, but poverty. She denounced privatization as a hoax that did not help students and that harmed the public school system. She urged action to address the root causes of inequality. In An Education: How I Changed My Mind About Schools and Almost Everything Else (Columbia UP, 2025) this passionate and timely memoir of her life's work as a historian and advocate, Ravitch traces her ideological evolution. She recounts her personal and intellectual journey: her childhood in Houston, her years among the New York intelligentsia, her service in government, and her leftward turn. Ravitch shares how she came to hold conservative views and why she eventually abandoned them, exploring her switch from championing standards-based curriculum and standardized testing to arguing for greater investment in professional teachers and in public schools. Bringing together candid reflections with decades of research on education, Ravitch makes a powerful case for becoming, as she calls herself, “an activist on behalf of public schools.” Diane Ravitch is a historian of education and a prominent commentator about education and politics. Her many books include Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools (2013); The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (2010); and The Great School Wars: New York City, 1805–1973 (1974). Ravitch was assistant secretary of education under President George H. W. Bush and served on the national testing board during the Clinton administration. She is cofounder and president of the Network for Public Education Learn more about your ad choices. Visit megaphone.fm/adchoices

Which parts of life are serious, and which are a game? In Critical Games: On Play and Seriousness in Academia, Literature and Life (Manchester UP, 2025) Tim Beasley-Murray, an Associate Professor of European Thought and Culture and Vice-Dean (Innovation and Enterprise) for the Faculty of Arts and Humanities at University College London, offers a series of reflections on literature, culture, universities and society as both playful and serious. The book combines close reading of key figures in contemporary literature such as Emmanuel Carrère, set alongside playful and serious reflections on literary criticism, media, and academic careers and practice. A fascinating and eclectic text, the book is essential reading for literature and culture scholars, as well as for anyone seeking a defence of contemporary arts and humanities. Learn more about your ad choices. Visit megaphone.fm/adchoices

In today's polarized landscape, libraries face two key challenges: the difficulty of turning raw data into narratives that effectively advocate for libraries, and the ethical complexities of representing communities in these stories. In Critical Data Storytelling for Libraries: Crafting Ethical Narratives for Advocacy and Impact (ALA, 2025), Kate McDowell empowers librarians and information professionals to transform data into ethical, compelling narratives that connect with communities and advocate for their organizations. This book teaches both the practicalities of data storytelling and introduces critical approaches that ensure stories are inclusive, socially just, and impactful. Readers will find the book essential for communicating library value to help secure funding, resources, and community support.  This conversation makes reference to Kate McDowell's webinar about the book; view it here on YouTube. Dr. Kate McDowell is Professor at the School of Information Sciences at the University of Illinois at Urbana Champaign. Her interdisciplinary work examines how storytelling plays a vital role in humanizing data analysis and communication. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom (2022) and The Social Movement Archive (2021), and co-editor of Armed By Design: Posters and Publications of Cuba's Organization of Solidarity of the Peoples of Africa, Asia, and Latin America (2025). Learn more about your ad choices. Visit megaphone.fm/adchoices

Matthew D. Nelsen, an Assistant Professor of Political Science at the University of Miami, has a new book out that focuses on the content of civic education in the United States, and how we learn about the diverse and varied history of the United States. There is an ongoing and contemporary conversation about civic education in the United States, and what should and should not be taught in explaining the United States, how it works, who is part of it, and how it has evolved over four centuries. Nelsen's work, The Color of Civics: Civic Education for a Multiracial Democracy (Oxford UP, 2023), pays close attention to what happens in classrooms, particularly urban classrooms, when these lessons are taught, and how students respond to these curricula and experiences. What he finds should be of interest to all of us, since it gets to the very heart of civic education, which is how to teach young people about being citizens in a democracy. Nelsen poses these broader questions throughout the book: Who is learning what? What is the general social studies curriculum that discusses “how a bill becomes a law” and the basic information about separation of powers and checks and balances? How is this curriculum, which is both somewhat abstract and also an idealized version of the American political system, taught, and how is it engaged by students? Nelsen found a variety of answers, but what is of particular interest is that there are teachers and instructors who have taken this somewhat static curriculum, and integrated different dimensions to it, engaging students in understandings of social movements, highlighting activities by a number of different political leaders, from both mainstream and marginalized groups. When the education becomes more multifaceted, it pulls in more students, and allows them to see themselves in these activities, even in leadership roles. And it also is more encompassing for all of the students in the classroom, regardless of race or other identity groupings. The Color of Civics pulls together a variety of forms and kinds of research methodology to understand what happens in classrooms and how students learn and see themselves within this fabric of American democracy. Using qualitative, quantitative, and ethnographic approaches, Nelsen weaves together robust data to explore what makes diverse impacts within the classrooms, especially within a big, urban public school system. Part of what is teased out in this research is the potential longevity of political socialization that transpires at an early age among students—this is a key dimension of citizenship, creating in individuals an understanding of their role and capacities within a democracy. The ability to teach about social movements, and political movements, and the individuals who were involved in these movements expands the concept of citizen participation in American politics and thus expands the notion of citizenship in general. This approach also moves beyond the “great man” narrative of history and helps students to think about how various people engage in politics, not just by running for elected office. Nelsen's work is important and useful as we continue to consider how citizens can and should participate in American politics and how the next generation is taught about citizenship, the American republic, and the idea of a complex democracy. This book may be acquired at Books and Books in Miami, Florida, at the Seminary Co-op Bookstore in Chicago, IL, and at Women & Children First Bookstore in Chicago, IL. Lilly J. Goren is a professor of political science at Carroll University, and co-host of the New Books in Political Science. She is co-editor of The Politics of the Marvel Cinematic Universe Volume I: The Infinity Sage and Volume II: Into the Multiverse (UP Kansas, 2022 & 2025), as well as co-editor of Women and the White House: Gender, Popular Culture, and Presidential Politics (UP Kentucky, 2012). She can be reached @gorenlj.bsky.social Learn more about your ad choices. Visit megaphone.fm/adchoices

Developmental editing holds the power to make a manuscript connect with publishers and readers, yet few scholarly writers have the training to do it well. Make Your Manuscript Work: A Guide to Developmental Editing for Scholarly Writers (Princeton UP, 2025) offers scholars a practical method for assessing and refining the features of their texts that matter most—argument, evidence, structure, and style. Dr. Laura Portwood-Stacer, a writer, editor, and consultant for academic authors, explains how manuscripts move through the publication process and identifies the key stages for authors to improve their texts. Her guide shows scholarly writers how to identify what's been holding their writing back and fix it so they can accomplish their publication goals. It includes a checklist of assessment questions, examples from real scholarly manuscripts, tips on seeking additional help, and advice on offering developmental editing assistance to other writers. Written with candor, empathy, and a deep awareness of the challenges faced by academic writers who want to publish, Make Your Manuscript Work is an indispensable how-to guide for scholars at all career stages. Our guest is: Dr. Laura Portwood-Stacer, who is a developmental editor and founder of Manuscript Works, a consultancy serving academic authors around the world. She is also the author of The Book Proposal Book: A Guide for Scholarly Authors, and Lifestyle Politics and Radical Activism. She previously taught media and cultural studies at NYU and USC. Our host is: Dr. Christina Gessler, who is a writing coach and a developmental editor working with scholars in the humanities and social sciences at all stages of their writing journey—from grad student to alt-ac, and from the idea-stage to final draft. She is the executive producer of the Academic Life podcast, and writes the show's newsletter at christinagessler.substack.com. Playlist for listeners: The Top 10 Struggles In Writing A Book Manuscript & What To Do About It Revise Your Dissertation For Press Submission Marketing Your Scholarly Book Becoming The Writer You Already Are The Emotional Arc Of Turning A Dissertation Into A Book The Book Proposal Book DIY Writing Retreats The Dissertation To Book Workbook Stylish Academic Writing The Peer Review Process A Guide To Getting Unstuck Skills: How Can Mindfulness Help? 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 280+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

The speech debates have not abated, and it's clear that invoking the First Amendment, and the importance of free speech for democracy, does not settle these debates but provokes more questions. We have lost our way, it seems, since people on all sides invoke free speech and then try to silence those they disagree with. Historian Fara Dabhoiwala of Princeton University reminds us that free speech has always been contested, and that it became a political and social value only recently. We invited him to discuss his new book What Is Free Speech?: The History of a Dangerous Idea. Dabhoiwala examines how free speech started as a risky and radical concept, and how it evolved through centuries of political battles to become central to democracy only at a certain point in history. As Professor Dabhoiwala explains, speech rights have come and gone long before campus protests, debates over what talk show hosts can say, and whether there ought to be limits to speech that's defined as dangerous, offensive, or unpatriotic. If we hope to find a way out of our current predicament, we should study this history carefully – with Professor Dahhoiwala as the perfect guide. Learn more about your ad choices. Visit megaphone.fm/adchoices

As academia increasingly comes under attack in the United States, The War on Tenure (Cambridge UP, 2025) steps in to demystify what professors do and to explain the importance of tenure for their work. Deepa Das Acevedo takes readers on a backstage tour of tenure-stream academia to reveal hidden dynamics and obstacles. She challenges the common belief that tenure is only important for the protection of academic freedom. Instead, she argues that the security and autonomy provided by tenure are also essential to the performance of work that students, administrators, parents, politicians, and taxpayers value. Going further, Das Acevedo shows that tenure exists on a spectrum of comparable employment contracts, and she debunks the notion that tenure warps the incentives of professors. Ultimately, The War on Tenure demonstrates that the job security tenure provides is not nearly as unusual, undesirable, or unwarranted as critics claim. Deepa Das Acevedo, JD, PhD is an Associate Professor of Law at Emory 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

Streaming video is not new to the library environment, but recent years have seen an exponential growth in the number of platforms and titles available for streaming. For libraries, this has meant an increasingly complex acquisitions landscape, with more vendors occupying the marketplace and larger portions of the budget dedicated to streaming. Users increasingly expect video content to be available online and on demand, and streaming video is increasingly integrated into coursework. In Streaming Video Collection Development and Management (Bloomsbury, 2025), Michael Fernandez and Amauri Serrano outline the myriad challenges of managing streaming video content across all stages of the electronic resources lifecycle, from initial collection decisions to the user's experience of accessing the content. At every step, they provide practical advice on how to handle these challenges regardless of the size and budget of the institution. Librarians at community colleges, research institutions, specialized schools, and public libraries will find this a valuable and engaging guide. Michael Fernandez is the Head of Technical Services at Boston University, where he oversees a department tasked with managing electronic resources, cataloging, and processing physical collections. Previously he has held e-resource positions at Yale University and American University. He has published and presented on topics in e-resource management and currently serves as assistant editor for Library Resources & Technical Services in addition to being on the editorial board for The Serials Librarian. Amauri Serrano is the Head of Collection Strategy at Yale University Library, USA, where she leads and coordinates the library's holistic collection development and management strategy in all formats and is responsible for the collections budget. She was previously Central Collection Development Librarian at Yale and a humanities librarian at Florida State University and Appalachian State University. She has published book chapters and given presentations on collection development in the humanities, user outreach, and library instruction. 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

In Leading Toward Liberation: How to Build Cultures of Thriving in Higher Education (JHU Press, 2025), Dr. Annmarie Caño reimagines academic leadership as a practice rooted in liberation and equity. Drawing on her experiences as a Latina, first-generation college student, clinical psychologist, and higher education administrator, Caño shows how leaders can foster inclusive cultures where everyone thrives. Through a lens of liberation psychology, Caño outlines actionable strategies for transforming institutions into spaces of freedom and growth. From crafting a values-driven vision to navigating institutional obstacles, accompanying others in solidarity, and leading with courage, this book offers practical insights to create systemic change. In this guide to navigating and disrupting the status quo to promote freedom and growth, Caño explains how to lead courageously, grow liberatory leadership skills, and plan career steps. Each chapter concludes with reflective self-coaching questions that empower readers to assess and refine their leadership journeys. Leading Toward Liberation offers an antidote to toxic and unhealthy academic cultures that silence or force out talented colleagues and stifle creativity. Addressing challenges like hierarchical norms, burnout, and the marginalization of underrepresented voices, Caño inspires readers to rethink leadership as a shared endeavor of transformation. With a keen focus on the intersections of identity and power, this is an essential resource for leaders seeking to dismantle oppressive systems and co-create healthier academic environments. Our guest is: Dr. Annemarie Caño, who is a professor of psychology at Gonzaga University and a two-time Fellow of the American Psychological Association who has held leadership positions at public and private universities. Our host is: Dr. Christina Gessler, who is an editor and a writing coach. She is the producer of the Academic Life podcast, and writes the show's newsletter at christinagessler.stubstack.com. Playlist for listeners: Leading From The Margins The Cornell Sweatshirt Tweet The Entrepreneurial Scholar You Have More Influence Than You Think A Pedagogy of Kindness Belonging 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 280+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Is there such a thing as an ‘Indian university'? Is there an ‘idea' of an Indian university? Were universities in India living and breathing products of the soil, or were they conceptual imports from a colonial heritage? What is the relationship between universities in India and the ‘publics' that have inhabited or are alienated by them? More pointedly, how ‘public' is the Indian public university? This volume explores the historical makings of the Indian university as it stands today, by sifting through archives, colonial/postcolonial policies, textual-literary records and political-economic developments. What results is a ‘critical history' – navigating the force of myth and promise, revolutions and reforms, communities and markets. From the glorification of ancient ‘greatness' to the riskiness of ‘platform futures', this book offers a time travel through one of the most exalted and yet most abused institutions of our age – the university. Dr. Tiatemsu Longkumer, Senior Lecturer in Anthropology at Royal Thimphu College, Bhutan, researches indigenous religion and Christianity among the Nagas, Buddhism in Bhutan, and Generative AI in education. Learn more about your ad choices. Visit megaphone.fm/adchoices

Dr. Christopher Chapple, founder of Loyola Marymount University's pioneering M.A. in Yoga Studies, joins us to discuss how the program blends rigorous scholarship with embodied practice. We explore its study of Sanskrit, classical texts, philosophy, and modern applications, as well as its flexible residential and low-residency formats. Hear how this unique graduate program is shaping the next generation of yoga teachers, scholars, and leaders. Website here Learn more about your ad choices. Visit megaphone.fm/adchoices

Historiographies of Game Studies: What It Has Been, What It Could Be (Punctum Books, 2025) offers a first-of-its-kind reflection on how game studies as an academic field has been shaped and sustained. Today, game studies is a thriving field with many dedicated national and international conferences, journals, professional societies, and a strong presence at conferences in disciplines like computer science, communication, media studies, theater, visual arts, popular culture, and others. But, when did game studies start? And what (and who) is at the core or center of game studies? Fields are defined as much by what they are not as by what they are, and their borderlands can be hotly contested spaces. In this anthology, scholars from across the field consider how the boundaries of game studies have been established, codified, contested, and protected, raising critical questions about who and what gets left out of the field. Over more than two dozen chapters and interviews with leading figures, including Espen Aarseth, Kishonna Gray, Henry Jenkins, Lisa Nakamura, Kentaro Matsumoto, Ken McAllister, and Janet Murray, the contributors offer a dazzling array of insightful provocations that address the formation, propagation, and cultivation of game studies, interrogating not only the field's pasts but its potential futures and asking us to think deliberately about how academic fields are collectively built. Alisha Karabinus (she/her) is Assistant Professor of Writing and Digital Studies at Grand Valley State University.  Carly A. Kocurek (she/her) is Professor of Digital Humanities and Media Studies at the Illinois Institute of Technology.  Cody Mejeur (they/them) is Assistant Professor of Game Studies at University at Buffalo, SUNY.  Emma Vossen (she/her) is an Assistant Professor of Game Studies in the Department of Digital Humanities at Brock University, Canada.  Rudolf Thomas Inderst (*1978) enjoys video games since 1985. He received a master's degree in political science, American cultural studies as well as contemporary and recent history from Ludwig-Maximilians-University, Munich and holds two PhDs in game studies (LMU & University of Passau). Currently, he's teaching as a professor for game design and game studies at the University of Applied Sciences Neu-Ulm, has submitted his third dissertation at the University of Vechta, holds the position as lead editor at the online journal TITEL kulturmagazin for the game section, hosts the German local radio show Replay Value and is editor of the weekly game research newsletter DiGRA D-A-CH Game Studies Watchlist. Learn more about your ad choices. Visit megaphone.fm/adchoices

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