New Books in Higher Education

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