New Books in Higher Education

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

Many library project plans, from small projects to institution-wide strategic planning committees, follow a linear trajectory: create the plan, do the plan, then review the outcome. While this can be effective, it also sometimes leads to disregarding new information that emerges while executing the plan, making the outcome less effective. Planning processes can also feel forced and predetermined if stakeholder feedback is not seriously considered. When this happens too many times, people stop offering their honest opinions and new ideas because they have learned that the planners do not really want to hear them.Integrated Library Planning: A New Model for Strategic and Dynamic Planning, Management, and Assessment (ACRL, 2023) offers a different kind of approach to planning that is both strategic and dynamic: fueled by open communication, honest assessment, and astute observation. Voices at the table, near the table, and far from the table are heard and considered. Its perpetual rhythm gives space to consider new information when it emerges and freedom to make changes at a time that makes sense instead of when it is most convenient or expected. The era of fixed-length strategic plans is coming to an end. Five-year strategic plans had already given way to three-year strategic plans, and now we find ourselves needing to plan and function when nothing is certain beyond the present moment.The components of this model might look deceptively similar to the strategic planning practices used in libraries and organizations for decades; however, when implemented as a whole, with a monthly review cycle on a rolling planning horizon and space for regular analysis of information needs and behavior, it has the potential to shatter any previous notions of planning that serve only to satisfy administrators. Integrated Library Planning can help libraries effectively navigate and become agents of change.Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices

During the late nineteenth century concerns about international commercial rivalry were often expressed in terms of national provision for training and education, and the role of universities in such provision. It was in this context that the modern university discipline of economics emerged. The first undergraduate economics program was inaugurated in Cambridge in 1903; but this was merely a starting point. Constructing Economic Science: The Invention of a Discipline 1850-1950 (Oxford UP, 2022) charts the path through commercial education to the discipline of economics and the creation of an economics curriculum that could then be replicated around the world. Rather than describing this transition epistemologically, as a process of theoretical creation, Keith Tribe shows how the new "science" of economics was primarily an institutional creation of the modern university. He demonstrates how finance, student numbers, curricula, teaching, new media, the demands of employment, and more broadly, the international perception that industrializing economies required a technically-skilled workforce, all played their part in shaping economics as we know it today. This study explains the conditions originally shaping the science of economics, providing in turn a foundation for an understanding of the way in which this new language transformed public policy.Keith Tribe is an economic historian and independent scholar with a long-standing interest in language and translation. He is currently a Senior Research Fellow in History at the University of Tartu and teaches history of economics at the University of Birmingham. He is the author of The Economy of the Word (OUP, 2015).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

Migrant Academics’ Narratives of Precarity and Resilience in Europe (Open Book Publishers, 2023) consists of narratives of migrant academics from the Global South within academia in the Global North. The autobiographic and autoethnographic contributions to this collection aim to decolonise the discourse around academic mobility by highlighting experiences of precarity, resilience, care and solidarity in the academic margins. The authors use precarity to analyse the state of affairs in the academy, from hiring practices to ‘culturally’ accepted division of labour, systematic forms of discrimination, racialisation, and gendered hierarchies, etc. Building on precarity as a critical concept for challenging social exclusion or forming political collectives, the authors move away from conventional academic styles, instead adopting autobiography and autoethnography as methods of intersectional scholarly analysis. This approach creatively challenges the divisions between the system and the individual, the mind and the soul, the objective and the subjective, as well as science, theory, and art. This volume will be of interest not only to scholars within the field of migration studies, but also to instructors and students of sociology, postcolonial studies, gender and race studies, and critical border studies. The volume’s interdisciplinary approach also seeks to address university diversity officers, managers, key decision-makers, and other readers directly or indirectly involved in contemporary academia. The format and style of its contributions are wide-ranging (including poetry and creative prose), thus making it accessible and readable for a general audience.The volume has been published open access and can be downloaded from here.Rituparna Patgiri, PhD is an Assistant Professor of Sociology at Indraprastha College for Women, University of Delhi. She has a PhD in Sociology from Jawaharlal Nehru University (JNU), New Delhi. Her research interests lie in the areas of food, media, gender and public. She is also one of the co-founders of Doing Sociology. Patgiri can be reached at @Rituparna37 on Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices

A clear-eyed examination of the open access movement: past history, current conflicts, and future possibilities. Open access (OA) could one day put the sum of human knowledge at our fingertips. But the goal of allowing everyone to read everything faces fierce resistance.In Athena Unbound: Why and How Scholarly Knowledge Should Be Free for All (MIT Press, 2023), Peter Baldwin offers an up-to-date look at the ideals and history behind OA, and unpacks the controversies that arise when the dream of limitless information slams into entrenched interests in favor of the status quo. In addition to providing a clear analysis of the debates, Baldwin focuses on thorny issues such as copyright and ways to pay for “free” knowledge. He also provides a roadmap that would make OA economically viable and, as a result, advance one of humanity’s age-old ambitions. Baldwin addresses the arguments in terms of disseminating scientific research, the history of intellectual property and copyright, and the development of the university and research establishment. As he notes, the hard sciences have already created a funding model that increasingly provides open access, but at the cost of crowding out the humanities. Baldwin proposes a new system that would shift costs from consumers to producers and free scholarly knowledge from the paywalls and institutional barriers that keep it from much of the world. Rich in detail and free of jargon, Athena Unbound is an essential primer on the state of the global open access movement.Peter Baldwin is Professor of History at UCLA, and Global Distinguished Professor at NYU.Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices

Critics of contemporary US higher education often point to the academy’s “corporatization” as one of its defining maladies. However, in The Autocratic Academy: Reenvisioning Rule Within America's Universities (Duke UP, 2023), Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards.This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court’s Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university’s autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy’s autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy’s members hold accountable those chosen to govern and collectively determine the disposition of higher education’s unique public goods.Timothy V. Kaufman-Osborn is Baker Ferguson Professor of Politics and Leadership Emeritus at Whitman College and author of From Noose to Needle: Capital Punishment and the Late Liberal State and Creatures of Prometheus: Gender and the Politics of Technology. Learn more about your ad choices. Visit megaphone.fm/adchoices

Have you ever been ghosted in academia? The mentor who no longer replies when you reach out, the collaborators who mysteriously stopped collaborating with you, the search committee that said you were a top candidate and then stopped communicating with you—these are academic ghosts. They are people who are important to your career and suddenly stop responding to you without warning or explanation. What makes academic ghosting different than romantic ghosting? And why does it seem to hurt so much more? Dr. Andrea Andrzejewski joins us to explain: The systems in academia that make some forms of ghosting inevitable. What to do about it. The lingering pain and shame that being ghosted causes. Why your ghoster may reappear but they won’t apologize. The ethical and financial reasons to address the issues that perpetuate ghosting. Our guest is: Dr. Alicia Andrzejewski, an assistant professor of English at the College of William & Mary. She is a scholar of early modern literature and culture; queer, feminist, and critical race theory; and the medical humanities. Her work has appeared in Shakespeare Studies, Shakespeare Bulletin, The Chronicle, Literary Hub, American Theater, The Boston Globe, Catapult, and others. Her current book project is Rude-Growing Briars: Queer Pregnancy in Shakespeare’s Plays, which argues for the transgressive force of pregnancy in his oeuvre and expansive ways in which modern people thought about the pregnant body.Our host is: Dr. Christina Gessler, who is a historian.Listeners to this episode may also be interested in: "The Sad Humiliations of Academic Ghosting," by Alicia Andrzejewski, PhD The Field Guide to Graduate School, by Jessica McCrory Calarco Candid Advice for New Faculty Members, by Marybeth Gasman The Latinx Guide to Graduate School, by Genevieve Negron-Gonzales and Magdalena Barrera Who Gets Believed, by Dina Nayeri Academic Life episode on Belonging Academic Life episode on quitting a PhD program Academic Life episode on the long road to the dream job in academia Academic Life episode on mistreatment of women of color in academia Academic Life episode on dealing with rejection Academic Life episode on Preparing for Difficult Conversations Academic Life episode on almost leaving academia Welcome to The Academic Life! Join us here each week to learn from today’s experts inside and outside the academy, and embrace the broad definition of what it truly means to live an academic life. Learn more about your ad choices. Visit megaphone.fm/adchoices

Why are girls discouraged from doing science? Why do so many promising women leave science in early and mid-career? Why do women not prosper in the scientific workforce?Not Just for the Boys: Why We Need More Women in Science (Oxford UP, 2023) looks back at how society has historically excluded women from the scientific sphere and discourse, what progress has been made, and how more is still needed. Athene Donald, herself a distinguished physicist, explores societal expectations during both childhood and working life using evidence of the systemic disadvantages women operate under, from the developing science of how our brains are―and more importantly aren't―gendered, to social science evidence around attitudes towards girls and women doing science.It also discusses how science is done in practice, in order to dispel common myths: for example, the perception that science is not creative, or that it is carried out by a lone genius in an ivory tower, myths that can be very off-putting to many sections of the population. A better appreciation of the collaborative, creative, and multi-disciplinary nature of science is likely to lead to its appeal to a far wider swathe of people, especially women. This book examines the modern way of working in scientific research, and how gender bias operates in various ways within it, drawing on the voices of leading women in science describing their feelings and experiences. It argues the moral and business case for greater diversity in modern research, the better to improve science and tackle the great challenges we face today.Athene Donald is Professor Emerita in Experimental Physics and Master of Churchill College, University of Cambridge. Other than four years postdoctoral research in the USA, she has spent her career in Cambridge, specializing in soft matter physics and physics at the interface with biology. She was the University of Cambridge's first Gender Equality Champion, and has been involved in numerous initiatives concerning women in science. She was elected Fellow of the Royal Society in 1999 and appointed DBE for services to Physics in 2010.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 What's the Use of Philosophy? (Oxford UP, 2023), Philip Kitcher here grapples with an essential philosophical question: what the point of philosophy is, and what it should and can be. Kitcher's portrait of the discipline is not a familiar defense of the importance of philosophy or the humanities writ large. Rather, he is deeply critical of philosophy as it is practiced today, a practice focused on narrow technical questions that are far removed from the concerns of human life. He provides a penetrating diagnosis of why exactly contemporary philosophy has come to suffer this crisis, showing how it suffers from various syndromes that continue to push it further into irrelevance. Then, taking up ideas from William James and John Dewey, Kitcher provides a positive roadmap for the future of philosophy: first, as a discipline that can provide clarity to other kinds of human inquiry, such as religion or science; and second, bringing order to people's notions of the world, dispelling confusion in favor of clarity, and helping us think through our biggest human questions and dilemmas. Kitcher concludes with a letter to young philosophers who wonder how they can align their aspirations with the hyper-professionalism expected of them.Philip Kitcher has taught for nearly half a century at several American Universities, most recently at Columbia University in the City of New York. His work has been honored with a number of awards, including the Rescher Medal for systematic philosophy, and the Hempel Award for lifetime achievement in the Philosophy of Science. He is a Fellow of the American Academy of Arts and Sciences, a Member of the American Philosophical Society, a Fellow of the British Academy, and an Honorary Fellow of Christ's College, Cambridge.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

What is the future of education? In Digital Futures for Learning: Speculative Methods and Pedagogies (Routledge, 2022), Jen Ross, a senior lecturer in digital education at the University of Edinburgh, analyses the way ideas about the future are produced and become accepted in education (and in society). This analysis is the basis for offering radical alternatives. In the educational context, the book reflects on four research projects that demonstrate the power of particular approaches- speculative methods- to engaging with digital pedagogy and research. The book has a rich theoretical engagement with a range of social and educational theory, as well as giving detailed practical guidance for educators. The detailed guidance for researchers and teachers who want to make alternative digital futures make the book essential reading for anyone interested in the future of education.Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Sheffield. Learn more about your ad choices. Visit megaphone.fm/adchoices