New Books in Higher Education

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

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

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

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

Dr. Sophia Basaldua-Sun, the Associate Director of Diversity, Equity, and Inclusion at Penguin Random House, shares her transition from academia to publishing. She discusses how an informational interview changed her career trajectory. The conversation explores the challenges of job searching in the publishing industry and the importance of adaptability. Basaldua-Sun highlights the need for diversity in professional networks and the evolving landscape of editing, emphasizing the significance of psychological safety in creative environments.

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

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

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

Pamela Hieronymi, a Professor of Philosophy at UCLA and an advisor on *The Good Place*, dives deep into the impact of Harry Frankfurt’s *On Bullshit*. She discusses the vital distinction between bullshit and lying, explaining how the former disregards truth entirely while the latter conceals it. The conversation also highlights the book’s prescient relevance to today’s media landscape, the role of humor in philosophical discourse, and the dynamics of responsibility in communication. Hieronymi's insights offer a fresh lens on the pervasive nature of deception in modern society.

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