Podcast appearances and mentions of Elizabeth A Harris

Novelist Lauren Groff joins co-hosts Whitney Terrell and V.V. Ganeshananthan to discuss the new independent bookstore she and her husband are planning in Gainesville, Florida. The Lynx, which Groff aims to open this spring, will feature banned books, an act of resistance in a state where more than half of school districts have seen book banning activity over the past two years. Groff reads from her recent novel, The Vaster Wilds. To hear the full episode, subscribe through iTunes, Google Play, Stitcher, Spotify, or your favorite podcast app (include the forward slashes when searching). You can also listen by streaming from the player below. Check out video versions of our interviews on the Fiction/Non/Fiction Instagram account, the Fiction/Non/Fiction YouTube Channel, and our show website: https://www.fnfpodcast.net/ This episode of the podcast was produced by Anne Kniggendorf. Lauren Groff The Monsters of Templeton  Arcadia  Fates and Furies  Matrix The Vaster Wilds Delicate Edible Birds Florida The Lynx, A Bookstore in Gainesville, FL | Indiegogo Others: "Gainesville author Lauren Groff hopes new downtown bookstore will 'link' community together” by Lillian Lawson | The Gainesville Sun "A new report shows how corrosive book banning is. Novelist Lauren Groff is fighting back" by Emily St. Martin | Los Angeles Times "A Look Ahead to 2024: Laws and Book Bans in Florida, Iowa, and Illinois | Censorship News" | School Library Journal "Spineless Shelves: Two Years of Book Banning" | PEN America "Thousands of books were banned in Central Florida in 2023. Here's what to expect in 2024" by Danielle Prieur | NPR "Nearly 700 books, including celebrity bestsellers, banned in Orange County, Florida" | PEN America “Why Toni Morrison's Books Are So Often the Target of Book Bans” by Olivia Waxman |Time |January 31, 2022 “Florida County Bans 673 Books, Including ‘Paradise Lost,' ‘The Color Purple' to Comply With State Law” by Alec Dent | The Messenger “Book Bans Are Rising Sharply in Public Libraries” by Elizabeth A. Harris and Alexandra Alter | The New York Times Florida Freedom to Read Project Hernan Diaz Fiction/Non/Fiction Season 5, Episode 12: “Intimate Contact: Garth Greenwell on Book Bans and Writing About Sex” Fiction/Non/Fiction Season 6, Episode 52: “Brooklyn Public Library's Leigh Hurwitz on Helping Young People Resist Censorship” Learn more about your ad choices. Visit megaphone.fm/adchoices

In the wake of the recent violence in Palestine and Israel, the show returns to an interview taped in June 2021 with scholars Shir Alon and Joseph Farag, who join co-hosts Whitney Terrell and V.V. Ganeshananthan to discuss how Palestinian and Israeli writers have written about the occupation of the West Bank and Gaza. Farag talks about the evolution of the portrayal of the Palestinian self in literature throughout history, as well as some of the themes and writers discussed in his book, Palestinian Literature in Exile: Gender, Aesthetics and Resistance in the Short Story. Alon explains how the unprocessed trauma of the history of massacre and expulsion of Palestinians seems to stage an appearance in Israeli literature every decade. She also talks about Dolly City by Orly Castel-Bloom, Minor Detail by Adania Shibli, and Funeral at Noon by Yeshayahu Koren. To hear the full episode, subscribe through iTunes, Google Play, Stitcher, Spotify, or your favorite podcast app (include the forward slashes when searching). You can also listen by streaming from the player below. Check out video versions of our interviews on the Fiction/Non/Fiction Instagram account, the Fiction/Non/Fiction YouTube Channel, and our show website: https://www.fnfpodcast.net/ This episode is produced by Andrea Tudhope and Anne Kniggendorf. Selected readings: Shir Alon Static: Labor, Temporality, and Literary Form in Middle Eastern Modernisms (forthcoming book) “The Ongoing Nakba and the Grammar of History,” LA Review of Books “No One to See Here: Genres of Neutralization and the Ongoing Nakba” “Gendering the Arab-Jew: Feminism and Jewish Studies After Ella Shohat” Joseph Farag Palestinian Literature in Exile Gender, Aesthetics and Resistance in the Short Story Teaching with Arabic Literature in Translation: ‘Palestinian Literature and Film' Others Updated links: An Open Letter in Support of Adania Shibli From More Than 350 Writers, Editors, and Publishers, Literary Hub “Tension Over the Israel-Hamas War Casts a Pall Over Frankfurt Book Fair,” by Alexandra Alter and Elizabeth A. Harris, The New York Times The LiBeraturpreis 2023 (press release by Litprom) "We want to make Jewish and Israeli voices especially visible at the book fair" | Frankfurter Buchmesse “Palestinian voices ‘shut down' at Frankfurt Book Fair, say authors,” The Guardian Original links: Amos Oz  David Grossman Facing the Forests by A. B. Yehoshua Khirbet Khizeh by S. Yizhar The Old New Land (Altneuland) by Theodor Herzl Men in the Sun, Palestine's Children: Returning to Haifa and Other Stories, and All That's Left to You: A Novella and Other Stories by Ghassan Kanafani  "A Lover from Palestine," "ID Card," and many others by Mahmoud Darwish The Ship by Jabra Ibrahim Jabra Wild Thorns and Passage to the Plaza by Sahar Khalifeh Eye of the Mirror and A Balcony Over the Fakihani by Liana Badr Nathan Alterman Funeral at Noon by Yeshayahu Koren Minor Detail by Adania Shibli Dolly City by Orly Castel-Bloom The Sound of Our Steps by Ronit Matalon Waltz with Bashir (film) by Ari Folman The Pessoptimist by Emile Habibi  Divine Intervention, The Time that Remains, and It Must Be Heaven (films) by Elia Suleiman  Learn more about your ad choices. Visit megaphone.fm/adchoices

"America: Idiomerica and the Terminal Century, a conversation with with R.C. Baker and Sharon Butler" Recorded live, Saturday, February 18, 2023, at Jennifer Baahng Gallery A BAAHNG SPOTLIGHT Production. Produced by Jennifer Baahng Gallery / Artists Bob Baker, Editor in Chief and art critic of the Village Voice and Two Coats of Paint publisher Sharon Butler delved into the ways their work grapples with the digital miasma, September 11, living in America at the turn of the century, and art as a vehicle for soft diplomacy. They discussed some of their older projects and their interest in the evolution of digital tools. This early work is on view in “Pitches and Scripts” at Baahng Gallery through March Episode notes: "Pitches and Scripts," Spotlight Series at Jennifer Baahng Gallery; R.C. Baker's gallery webpage, Sharon Butler's gallery webpage, MoMA Refik Anadol exhibition, Kevin Roose in NYTimes, A Conversation With Bing's Chatbot Left Me Deeply Unsettled, Robin Pogrebin and Elizabeth A. Harris in NYTimes, Warren Kanders Quits Whitney Board After Tear Gas Protests, Colin Moynihan in NYTimes, After Surviving Opioids, Nan Goldin Goes After the Makers.

As the COVID-19 pandemic compelled libraries and archives worldwide to close their doors indefinitely, stranded researchers were compelled to radically reimagine what a visit to the archive might look like. Rather than scrutinizing text amid the dust of decaying paper in a Special Collections Reading Room, these researchers found themselves poring over digitized documents bathed in the light of their computer screens. The relevance of organizations like HathiTrust and the Internet Archive, which are committed to the task of document digitization, has been felt perhaps most urgently during this pandemic. But their current prominence simply refocuses our attention upon a larger and long-ongoing debate regarding the digitization of archival materials. What are the benefits of the digitization of archives, and what are its drawbacks? How might libraries and archives, conceptualized initially as physical spaces of knowledge, be reimagined as digitization offers both prospects and challenges to their institutional structures and ethos? How does the impetus for digitization confront long-standing principles of fair use and copyright? In this episode we discuss both the role of controversial institutions like the Internet Archive today and the larger stakes of this debate on digitization with archivist and copyright scholar Peter Hirtle. MENTIONED IN THIS EPISODE Articles: Kathleen Connolly Butler, “Keeping the World Safe from Naked-Chicks-in-Art Refrigerator Magnets: The Plot to Control Art Images in the Public Domain through Copyrights in Photographic and Digital Reproductions” (Hastings Communications and Entertainment Law Journal) Archival Collections: Making of America collection, Cornell University Library; Normal Mailer Papers, Harry Ransom Center (University of Texas at Austin); Salman Rushdie Papers, Emory University FURTHER READING 1. Elizabeth A. Harris, "Publishers Sue Internet Archive over Free E-Books" 2. Aja Romano, "A Lawsuit Is Threatening the Internet Archive — But It's Not As Dire As You May Have Heard" 3. Jill Lepore, "Can the Internet Be Archived?" and "The National Emergency Library Is a Gift to Readers Everywhere"

In this episode, Alyssa and Vanessa discuss the global supply chain issues and how they're affecting the book publishing industry. Linktree: https://linktr.ee/dearlitpod Media: Native Tongue by Suzette Haden Elgin (Feminist Press) CN: Sexism, slavery, forced institutionalization, murder, child death, emotional abuse, illness (cancer), sexual content “Forget Billionaires! The Future Of Literary Magazines Depends On Us” by Denne Michele Norris (Electric Literature) @firstdraftpod, “Books and the Great Supply Chain Disruption” “The Book Biz Tries to Avoid Supply Chain Disruptions” by Jim Milliot (Publishers Weekly) “‘The Beginning of the Snowball': Supply-Chain Snarls Delay Books” by Elizabeth A. Harris (The New York Times) ”Supply Chain Issues Are Slowing Down the Production of Books Ahead of the Holidays” by Petra Mayer (NPR) ”Two Acclaimed Writers on the Art of Revising Your Life” on The Ezra Klein Show (The New York Times) Transcript for this podcast episode "Why I Paid Tenfold to Buy Back the Rights to Two of My Books" by Kiese Laymon (Literary Hub) CN for both the podcast and the essay: Death (specifically COVID-death), health anxiety; Podcast: racism (specifically anti-Black), fatphobia, sexual assault of minors “My Mom, Princess Diana, and Me” by Matt Ortile (Catapult) CN: Death & grief

After a brief hiatus, Vanessa and Alyssa are back to discuss what they've been up to, where they are, and some plans for the future. About us: https://linktr.ee/dearlitpod Notes: The Magnus Archives Paperbackdreams (Kat) The Diviners (audiobook) The Umbrella Academy car meme “Roxane Gay Starts Publishing Imprint with Grove Atlantic” by Elizabeth A. Harris (The New York Times) Hench by Natalie Zina Walschots (William Morrow / HarperCollins) CN: Medical trauma, body horror, fantasy violence Dexter The Poppy War by R.F. Kuang Everything I Never Told You by Celeste Ng (Penguin Press) CN: Drug & alcohol use (Cigarettes) , child abuse (brief), infidelity, death Little Fires Everywhere by Celeste Ng Raybearer by Jordan Ifueko (Amulet Books / ABRAMS) CN: Violence, sexual situation (brief) A Long Way to a Small, Angry Planet by Becky Chambers Neon Yang Kazumi Chin Captain America "I can do this all day" scene "What is the Path to Equity in Publishing?" by Vanessa Genao “The Obsession with ‘Getting Ahead' in Your Twenties Is Failing Young People” Rainesford Stauffer (Catapult) “Mourning the Loss of Indigenous Queer Identities” by Astrud Bowman (Autostraddle)

In this week's episode of Fiction/Non/Fiction, co-hosts Whitney Terrell and V.V. Ganeshananthan are joined by award-winning author and journalist Meredith Talusan and acclaimed writer Matt Gallagher. Talusan reads from her memoir Fairest, and talks about representation in literature, the intersections of their identity as an Asian and transgender woman, and why transphobia is a recurring theme in conversations about problematic faves. Then, Gallagher shares his take on “cancelling” problematic authors, and discusses his recent Intercept article about the new film Cherry, which is adapted from Nico Walker's autobiographical novel. In the piece, Gallagher parses ethical storytelling and how the American romanticization of crime can depend on the perpetrator's identity. He also reads from his most recent novel, Empire City. To hear the full episode, subscribe to the Fiction/Non/Fiction podcast through iTunes, Google Play, Stitcher, Spotify, or your favorite podcast app (include the forward slashes when searching). You can also listen by streaming from the player below. And check out video excerpts from our interviews at LitHub's Virtual Book Channel and Fiction/Non/Fiction's YouTube Channel. This podcast is produced by Andrea Tudhope. Selected readings: Meredith Talusan Fairest: A Memoir Them Opinion | On Being a Trans Woman, and Giving Up Makeup Unflinching Honesty: An Interview with Meredith Talusan    Matt Gallagher Empire City: A Novel “Cherry” and Hollywood's Treatment of Robbers and Victims Youngblood: A Novel Kaboom: Embracing the Suck in a Savage Little War  Others: A Letter on Justice and Open Debate, Harper's Magazine Artists and Writers Warn of an ‘Intolerant Climate.' Reaction Is Swift. by Jennifer Schuessler and Elizabeth A. Harris, New York Times She Pulled Her Debut Book When Critics Found It Racist. Now She Plans to Publish. by Alexandra Alter, New York Times How British Feminism Became Anti-Trans by Sophie Lewis, New York Times  Francis Hodgson Burnett Roald Dahl Ezra Pound Enid Blyton Another Country by James Baldwin The Secret Garden by Francis Hodgson Burnett Lord Jim by Joseph Conrad An Image of Africa: Racism in Conrad's 'Heart of Darkness' by Chinua Achebe “On Stalin” by W.E.B. Du Bois The Woman Warrior: A Memoir of Girlhood Amongst Ghosts by Maxine Hong Kingston The Mikado by W.S. Gilbert and Sir Arthur Sullivan Miss Saigon by Claude-Michel Schönberg and Alain Boublil Madame Butterfly by Puccini M. Butterfly by David Henry Hwang Cathy Park Hong Julie Otsuka The Lover by Marguerite Duras Charlie and the Chocolate Factory by Roald Dahl Perspective | So you're being held accountable? That's not ‘cancel culture.' by Margaret Sullivan Learn more about your ad choices. Visit megaphone.fm/adchoices

Chang-rae Lee’s new novel, “My Year Abroad,” is his sixth. On this week’s podcast, Lee says that his readers might be surprised by it.“It’s kind of a crazy book, and particularly I think for people who know my work,” Lee says. “I’m sure my editor was surprised by what she got. I didn’t quite describe it the way it turned out.” The novel follows a New Jersey 20-year-old named Tiller, who is at loose ends, as he befriends a very successful Chinese entrepreneur. “They go traveling together,” Lee says. “They have what we might call business adventures, but those adventures get quite intense.”Maurice Chammah visits the podcast to talk about his densely reported first book, “Let the Lord Sort Them,” which is a history, as the subtitle has it, of “the rise and fall of the death penalty.”“One of the fascinating parts of researching this book was revisiting a time that I kind of dimly remembered when the death penalty had a role in the culture war pantheon, along with gun control and abortion,” Chammah says. “Starting around the year 2000, it feels like that was a high-water mark where something broke, and over the 20 years since, the death penalty has declined, both in the number of people who support it, but I think more importantly, in relevance. It’s less of a thing that people feel matters to their daily lives.”Also on this week’s episode, Tina Jordan looks back at Book Review history during this year of its 125th anniversary; Elizabeth A. Harris has news from the publishing world; and Tina Jordan and John Williams talk about what people are reading. Pamela Paul is the host.Here are the books discussed in this week’s “What We’re Reading”:The books of John le Carré“Read Me” by Leo Benedictus“Nine Perfect Strangers” by Liane Moriarty“Dear Child” by Romy Hausmann“Winterkeep” by Kristin Cashore

Ronda McIntyre’s classroom is built around a big rug, where her students crowd together often for group instruction. But since March, when schools across the country shut down because of the coronavirus, she has had to try to create the same sense of community remotely. Her class, and her job, are not the same — and they may never be.Guest: Ronda McIntyre, a grade-school teacher at Indianola Informal K-8 school in Columbus, Ohio. For more information on today’s episode, visit nytimes.com/thedaily Background reading: Elizabeth A. Harris, a Times reporter, spoke with Ms. McIntyre earlier this year in the course of reporting about the frustrations of parents trying to do their jobs while helping children with class work.The realities of remote learning for fourteen other teachers, in illustrated vignettes.Restarting classes is central to reviving economies. But even as students in Europe return to school, a question hangs over the efforts: What’s the risk of children getting, and spreading, the virus?

One of the biggest practical issues in higher education today is the rising and insanely high cost of a college education--obviously. The cost of going to college is not something we talk about a lot here at USACollegeChat, partly because there are so many other people talking about it all the time. But sky-high cost is the reason behind the topic we are going to discuss in this episode: speeding up college graduation--that is, graduating in fewer than the traditional four years. Of course, given that so many students these days are taking longer than the traditional four years to graduate--so many, in fact, that six-year graduation rates are a standard part of college data reporting--graduating in fewer than four years takes on a new meaning. When I was in college some decades ago, everyone knew one or two kids who finished in fewer than four years, and we all thought those kids were incredibly smart. But there was no institutionalized plan for speeding up graduation--at least not at my university. 1. The Early College Movement Speeding up graduation is something that Marie and I know a bit about.   Back in 2009, Marie and I and principal Chris Aguirre co-founded an Early College high school in Brooklyn. While many Early College high schools were concentrating on getting high school students into college courses earlier while still in high school, our high school concentrated on getting high school students out of high school quicker and into college full time. We adopted Chris’s crazy idea that all of our public school students--most of whom posted just average or below-average middle school grades--could be put on a three-year high school completion schedule by using trimesters instead of semesters during the school year. To be clear, that meant that our students could graduate in three years instead of the traditional four. Well, it was hard work, but it worked. At the end of our first three years, about 65 percent of our first class of students graduated--a full year early--and went on to college. We actually beat New York City’s four-year graduation rate. By the way, virtually all of the rest graduated the following year, on time. 2. The NYU Story So, Marie and I know that more education can be accomplished in less time, if someone is trying hard to make that happen and if those in charge have set up the framework to make it possible. It was with those fond memories of our accelerated three-year high school schedule that I recently read about a new plan at New York University (NYU), where a year of undergraduate residential study is now about $66,000. The article by Elizabeth A. Harris in The New York Times gives us some background: [In February], [NYU] announced a series of measures that [makes] it easier to graduate in under four years, part of an initiative aimed at diminishing the university’s enormous affordability problem. In some ways, the school is just catching up with its students. Ellen Schall, a senior presidential fellow and the head of the university’s affordability steering committee, which is tackling college cost on a number of fronts, said that about 20 percent of N.Y.U. students already graduated ahead of schedule. “We were surprised,” Professor Schall said. “That’s part of what convinced us we needed to make this more transparent and more available to more students.” Students have long found ways to make it through school more quickly to save money. But there is increasing momentum to formalize the process in the face of ballooning outrage over college costs and student debt — while N.Y.U. is expensive, many other private universities [also] cost $60,000 or more a year. (quoted from the article) I was also surprised that 20 percent of NYU students graduated in fewer than four years. Perhaps that is really a sign of the times--a confluence of high college costs, an increase in options for earning actual college credits while in high school through Early College and dual enrollment programs, and the fact that more and more students are taking Advanced Placement high school courses and exams to try to get high enough scores to earn some college credits. According to the article, here are some ways that NYU is going to help its students graduate quicker: . . . [W]hile students pay for 18 credits per semester, many actually take only 16, officials said, so the university will increase the number of two-credit courses it offers. It will also allow many students to transfer in up to eight credits from other schools, like local community colleges where they can take inexpensive classes over the summer--in the past, this has been allowed on a case-by-case basis. In addition, the university has trained advisers to help students create schedules that will get them to their three-year goal. (quoted from the article) Okay, so I guess if students took an extra two-credit course each semester, or 18 credits instead of the typical 16, that would give them 108 credits in six semesters, or three years, leaving students perhaps another 20 credits shy of graduation. Allowing students to transfer in a certain number of credits from cheaper summer courses or from college courses taken while in high school puts these students closer to the goal line. At that point, they would need to take several heavier-than-18-credit semesters or additional courses during the summer at NYU itself--both of which would cost money. No one said it would be easy, but a substantial portion of $66,000 is a lot of money to save. Furthermore, there is no doubt that students would need trained advisers to make this work. I imagine that there are confusing regulations galore that no student could ever figure out on his or her own at every college in the U.S. I recall how hard it was to get our kids out of high school in three years. Marie and I spent countless hours scheduling kids and checking to make sure that all of the State’s and City’s graduation requirements were being met as we went through those three years. 3. Stories from Other States In the article, Ms. Harris widens her lens and tells these stories about public universities: Gov. John Kasich, Republican of Ohio, pushed to make it easier for students in his state to graduate from public colleges early by allowing more credits from high school or technical programs. Gov. Scott Walker, Republican of Wisconsin, included in his budget proposal this month that schools in the University of Wisconsin system should create a three-year degree for 60 percent of its programs by the summer of 2020. Purdue University in West Lafayette, Ind., which is a state school, has also been experimenting with three-year degree options. (quoted from the article) I think it is significant that colleges in the University of Wisconsin system--which would hopefully include the flagship campus at Madison--might create three-year degrees for 60 percent of its programs over the next few years. Of course, we will see what happens to that proposal. But whatever happens, it seems likely that other such proposals in other states might not be far behind. It is also important to notice that public universities are making these moves. As you know, public universities are often the default college solution for many students who cannot afford private colleges. And, for many such students, the cost of four years at their state’s best public institutions is, unfortunately, not affordable, either. Here is what Ms. Harris says about private colleges: Among elite private institutions, official [accelerated]programs remain rare, though Wesleyan University, the Connecticut liberal arts school, announced a formalized three-year track about five years ago. (quoted from the article) Let’s take a look at the Wesleyan plan, as explained on its website: Students who graduate in six semesters (three years of normal course loads plus summer courses) may expect to save about 20 percent of the total cost of a Wesleyan education. The three-year option is not for everyone, but for those students who are able to declare their majors early, earn credit during Wesleyan summer sessions, and take advantage of the wealth of opportunities on campus, this more economical path to graduation can be of genuine interest. . . . For most students, the greatest challenge lies in figuring out a way to earn . . . [enough] credits and complete the particular course requirements for the major in six semesters instead of eight.  Understanding the ways of earning additional credit and accelerating the pace of one’s semester standing is crucial for developing a feasible three-year academic plan. (quoted from the website) Okay, saving 20 percent isn’t bad--not quite a full year’s savings, but enough to make it worth pursuing. Interested Wesleyan students will have to earn credits faster and will also have to declare their majors early, presumably in order to ensure that they can get all of the major’s requirements met. So, no waiting around till junior year and no changes once a student is headed down a given track. Clearly, accelerated graduation is not for the student who is taking his or her time exploring subject fields and majors and even trying out more than one major. Let’s look at the ways Wesleyan says that students can earn additional credits on an accelerated three-year schedule: Most students who graduate early use a combination of pre-matriculant credit, summer credit, and in-semester course overload. . . . Pre-matriculant credit.  Up to 2.00 pre-matriculant credits [that is, actually credits for two courses] may be applied towards graduation.  Advanced Placement and International Baccalaureate test credit.  In most cases (exceptions include Biology, English, Computer Science, and Physics), it is necessary to first complete a course in an appropriate Wesleyan department to convert an AP or IB exam into Wesleyan credit. College courses taken in high school.  To be eligible for Wesleyan credit, the course must have been taken with college students and taught by a college professor on a college campus.  If the course is listed for credit on the high school transcript, it may not be used for Wesleyan credit. (quoted from the website) Of course, we all understand taking courses in the summer and taking additional courses during a regular semester. But the ways to earn credit before a student gets to Wesleyan are especially interesting and specific. Wesleyan places clear and academically rigorous restrictions on using AP or IB test credit as well as on using credits for college courses taken in high school. For example, it will not take dual enrollment course credit, and it will not take credits from the type of college courses that many Early College high schools now run. I actually couldn’t agree more with Wesleyan’s position on both of those; in fact, our Early College high school put our third-year students into courses that Wesleyan would have loved: on a college campus, with other college students, and taught by a college professor. So, given all of these regulations, how many Wesleyan students actually graduate early? According to the article, the Wesleyan president “estimated that about 20 Wesleyan students annually graduate in three years, up from roughly three a year before [we] made the option official” (quoted from the article). That’s a big increase, of course, though not a substantial portion of the approximately 750 freshmen Wesleyan admits in a year. 4. What’s the Downside? So, what’s the downside to an accelerated college experience other than the intense and likely difficult academic experience that we have already mentioned? People seem to believe that the biggest downside of all is that students will simply miss out on what it means to have the full college experience—including making friends (and future connections) of all kinds, exploring extracurricular activities, taking advantage of internships and study abroad programs, and the like. In fact, students on accelerated schedules do engage in all of these, but it is probable that some things will be missed in the face of the considerable academic pressure caused by taking additional credits each semester and each summer. Is the hard academic work and some missed opportunities worth it? Is going to a more expensive college that a kid loves for three years better than going to a cheaper college that a kid is less excited about for four years? Here’s just one more thing for you to think about, parents, as you get your own teenager ready to make a college decision next month. Ask your questions or share your feedback by... Leaving a comment on the show notes for this episode at http://usacollegechat.org/episode112 Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast Connect with us through... Subscribing to our podcast on Google Play Music, iTunes, Stitcher, or TuneIn Liking us on Facebook or following us on Twitter Reviewing parent materials we have available at www.policystudies.org Inquiring about our consulting services if you need individualized help Reading Regina's blog, Parent Chat with Regina