New Books in Higher Education

Despite stereotypes of colleges and universities still stuck in the age of the blackboard and sage-on-stage lectures, a quiet revolution has been taking place on America’s campuses led by a diverse group of learning innovators. Digital technology is one catalyst for this “turn to learning,” but professionals leading the charge include instructional designers, media specialists, and experts in data analytics – as well as technologists - working in conjunction with faculty and administrators to transform higher education.Joshua Kim, Director of Online Programs and Strategies at the Dartmouth Center for the Advancement of Learning, and Edward Maloney, Professor of English and Director of the Center for New Designs in Learning and Scholarship at Georgetown, document major transformations at colleges and universities that have been quietly taking place, even amidst noise about crisis and disruption, in their new book Learning Innovation and the Future of Higher Education (Johns Hopkins UP, 2020), Kim and Maloney were also behind the influential Inside Higher Education series 15 Scenarios for Higher Education that describes the various ways colleges and universities might open in the face of the COVID-19 threat, a series that was just compiled into a new book (introduced on today’s podcast!) called The Low-Density University.Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.degreeoffreedom.org. Learn more about your ad choices. Visit megaphone.fm/adchoices

In The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them (Johns Hopkins University Press, 2016), Christopher Newfield diagnoses what he sees as a crisis in American public higher education.He argues that since roughly the 1980s, American public universities have entered into a devolutionary cycle of defunding brought about by privatization. The influence of private sector practices on public higher education, Newfield argues, has fundamentally shifted the view of higher education in American society from a public good to a private good.Despite this bleak assessment, Newfield’s book provides a roadmap for how to fix this crisis in public higher education. A central component of his plan is recognizing the university as a public good by acknowledging its wide range of benefits to society and democracy more generally.Newfield’s book will interest scholars from many disciplines, including higher education, U.S. political history, and the history of inequality in America.Christopher Newfield is a professor of literature and American studies at the University of California, Santa Barbara.Steven P. Rodriguez is a PhD candidate in history at Vanderbilt University. His research focuses on the history of Latin American student migration to the United States during the first half of the twentieth century. You can reach him at steven.p.rodriguez@vanderbilt.edu and follow his twitter at @SPatrickRod. Learn more about your ad choices. Visit megaphone.fm/adchoices

Universities have become state-like entities, possessing their own hospitals, police forces, and real estate companies. To become such behemoths, higher education institutions relied on the state for resources and authority. Through government largesse and shrewd legal maneuvering, university administrators became powerful interests in urban planning during the twentieth century.LaDale Winling's Building the Ivory Tower: Universities and Metropolitan Development in the Twentieth Century (University of Pennsylvania Press) casts higher education as the beneficiary and catalyst of the century's monumental state building projects--receiving millions in New Deal construction funds, even more from WWII-era military research, and directing the bulldozer's path during urban renewal schemes around the country.As state-funding for higher education decreased in the second half of the twentieth century and universities became more dependent on endowment investment and commercial research, their interests diverged even more sharply from the needs and desires of surrounding communities.Winling discusses challenges he faced while researching the book, obstacles to organizing against harmful higher education practices today, and his ongoing digital project on redlining called Mapping Inequality.LaDale C. Winling is Associate Professor of History at Virginia Polytechnic Institute and State University.Patrick Reilly​ is a PhD student in US History at Vanderbilt University. He studies police, community organizations, and urban development. Learn more about your ad choices. Visit megaphone.fm/adchoices

The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia (Utah State University Press, 2019) name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. Edited by Yolanda Flores Niemann, Gabriella Gutiérrez y Muhs, and Carmen G. González, the book provides practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.Today I talked to two of the editors: Yolanda Flores Niemann (PhD, Psychology, University of Houston, 1992), a professor of psychology at the University of North Texas and Gabriella Gutiérrez y Muhs (MA and PhD Stanford University, 2000), a professor of modern languages and women studies at Seattle University.Dr. Christina Gessler’s background is in anthropology, women’s history, and literature. She works as a historian, poet, and photographer. In seeking the extraordinary in the ordinary, Gessler writes the histories of largely unknown women, poems about small relatable moments, and takes many, many photos in nature. Learn more about your ad choices. Visit megaphone.fm/adchoices

Remember when Massive Open Online Courses (MOOCs) were going to shake higher education to its foundations by giving courses from the world’s most prestigious colleges and universities away free to the world?Today’s guest, Jeffrey Young – Senior Editor at the online educational publication EdSurge and host of the Edsurge podcast – talks about his time on the front lines of MOOCs and other technology advances in higher education. Jeffrey covered the rise and alleged fall of MOOCs extensively at the Chronicle of Higher Education, as well as exploring the MOOC story beyond the headlines during a Neiman Fellowship at Harvard University. The insights he developed can all be found in his book Beyond the MOOC Hype. (Chronicle of Higher Eduction, 2013)Over a million new people have signed up to take MOOC courses since the COVID-19 crisis hit. Does this represent a MOOC renaissance, or something else? Listen to our wide-ranging discussion to learn more about what MOOCs might mean today.Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.degreeoffreedom.org. Learn more about your ad choices. Visit megaphone.fm/adchoices

What if everything we tell each other – and ourselves – about why we choose college isn’t true? Is higher education an ideal, a personal goal, or might it be a “job-to-be-done?”In Choosing College: How to Make Better Learning Decisions Throughout Your Life (Jossey-Bass, 2019), author Michael Horn and his co-author Bob Moesta look at how people make decisions regarding higher education through “Jobs-to-be-Done” theory which interrogates and exposes the real reasons people make personal choices, from buying a milk shake to make life-changing decisions.Based on this theory, students are not applying to colleges, being selected by them, and choosing where to go, but are rather looking to “hire” higher education as a way to achieve a goal. This analysis provides important insights, both for college-bound students and their families, but also institutions of higher education, many of which might be tooling themselves to perform the wrong job.Join us for a conversation that looks at disruption in K-12 and higher education, including what might happen to schools during and post pandemic.Michael B. Horn is a Distinguished Fellow at the Clayton Christensen Institute for Disruptive Education, a Senior Strategist at Guild Education and author of books on education including Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Blended: Using Disruptive Innovation to Improve Schools and his latest book Choosing College. He hosts his latest podcast, Class Disrupted, with co-host Diane Tavenner of Summit Public Schools.Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.degreeoffreedom.org. Learn more about your ad choices. Visit megaphone.fm/adchoices

Colleges fiercely defend America’s higher education system, arguing that it rewards bright kids who have worked hard. But it doesn’t actually work this way.As the recent bribery scandal demonstrates, social inequalities and colleges’ pursuit of wealth and prestige stack the deck in favor of the children of privilege. For education scholars and critics Anthony P. Carnevale, Peter Schmidt, and Jeff Strohl, it’s clear that colleges are not the places of aspiration and equal opportunity they should (and claim to) be.The Merit Myth: How Our Colleges Favor the Rich and Divide America (The New Press) delves deeply into the rampant dysfunction of higher education today and critiques a system that pays lip service to social mobility and meritocracy, while offering little of either.Through policies that exacerbate inequality, including generously funding so-called merit-based aid rather than expanding opportunity for those who need it most, U.S. universities—the presumed pathway to a better financial future—are woefully (and in some cases criminally) complicit in reproducing racial and class privilege across generations.This timely and incisive book argues for unrigging the game by dramatically reducing the weight of the SAT/ACT; measuring colleges by their outcomes, not their inputs; designing affirmative action plans that honor the relationship between race and class; and making 14 the new 12—guaranteeing every American a public K–14 education.The Merit Myth shows the way to higher education becoming the beacon of opportunity it was intended to be.Anthony P. Carnevale, a chairman under President Clinton of the National Commission on Employment Policy, is the director of the Georgetown University Center on Education and the Workforce. He lives in Washington, DC.Peter Schmidt, the author of Color and Money, is an award-winning writer and editor who has worked for Education Week and the Chronicle of Higher Education. He lives in Washington, DC.Jeff Strohl is the director of research at the Georgetown University Center on Education and the Workforce. He lives in Washington, DC.Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A People’s History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices

Slavery and the University: Histories and Legacies (University of Georgia Press, 2019), edited by Leslie M. Harris, James T. Campbell, and Alfred L. Brophy, is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post–Civil War era to the present day.The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery’s influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.Today I spoke with Leslie Harris about the book. Dr. Harris is a professor of history at Northwestern University. She is the coeditor, with Ira Berlin, of Slavery in New York and the coeditor, with Daina Ramey Berry, of Slavery and Freedom in Savannah (Georgia).Adam McNeil is a History PhD student at Rutgers University-New Brunswick. Learn more about your ad choices. Visit megaphone.fm/adchoices

Pawan Dhingra's new book Hyper Education: Why Good Schools, Good Grades, and Good Behavior Are Not Enough (NYU Press, 2020) is an up-close evaluation of the competitive nature of the United States education system and the extra-curricular and co-curricular activities associated with them. Dhingra reveals the subculture of high-achievement in education and after-school learning centers, spelling bees, and math competitions that have spawned as a result of a competitive markets in higher education and in life. This world is one in which immigrant families compete with Americans to be intellectually high-achieving and expect their children to invest countless hours in studying and testing in order to gain an upper-hand in the believed meritocracy of American public education. This is a world where enrichment centers, like Kumon, are able to capitalize and make profitable gains from parents who enroll their children as early as three years of age. There are even families and teachers who avoid after-school academics that are getting swept up in the competitive nature of this subculture called hyper education.Dr. Dhingra draws from more than 100 in-depth interviews with teachers, tutors, principals, children, and parents for this study. He delves into the narratives that parents of elementary and junior high school provide about this phenomenon and examines the roles played by schools, families, and communities. He moves beyond the “Tiger Mom” caricature that is often given to Asian American and white families who practice hyper education and asks if it makes sense.This book provides a behind-the-scenes look at hyper education from parents who have their children participate in Scripps National Spelling Bee, math competitions, and other national competitions, as well as after school learning centers. Dr. Dhingra shows that parents observe an increasingly competitive market for higher education and perceive good schools, good grades, and good behavior to not be enough for their high-achieving students.Pawan Dhingra, Ph.D. is a Professor of American Studies at Amherst College.Michael O. Johnston, Ph.D. is a Assistant Professor of Sociology at William Penn University. He earned his doctoral degree in Public Policy and Public Administration from Walden University. He researches place and the process of place making as it is presented in everyday social interactions. You can find more about him on his website, follow him on Twitter @ProfessorJohnst or email him at johnstonmo@wmpenn.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices

On this episode of the New Books Network, Dr. Lee Pierce (she/they)--Asst. Prof. of Rhetoric and Communication at the State University of New York at Geneseo--interviews Dr. Kate Lockwood Harris (she/they)--Department of Communication Studies at the University of Minnesota -on the courageous new book Beyond the Rapist: Title IX and Sexual Violence on US Campuses (Oxford University Press, 2019).Beyond the Rapists asks how and to what end scholars of communication and the public at large might look “beyond the rapist”--beyond the individuals who perpetuate violence and toward the organizations through whom violence is authorized and distributed. Dr. Lockwood Harris makes the provocative claim that organizations communicate differently but no less impactfully than direct action and advocates for a new perspective on what it means for an organization to do violence along raced and gendered lines in today’s higher education climate. Learn more about your ad choices. Visit megaphone.fm/adchoices