Afleveringen
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Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.
In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.
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Over the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the "identification" of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education.
In Developing Scholars: Race, Politics, and the Pursuit of Higher Education (Oxford UP, 2023), Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.
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Zijn er afleveringen die ontbreken?
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The 1960 California Master Plan for Higher Education remains to this day the largest and most ambitious attempt to provide free, universal college education in the United States. Yet the Master Plan, the product of committed Cold War liberals, unfortunately served to reinforce the very class-based exclusions and de facto racism that plagued K–12 education in the nation's largest and most diverse state. In doing so, it inspired a wave of student and faculty organizing that not only forced administrators and politicians to live up to the original promise of the Master Plan—quality higher education for all—but changed the face of California itself.
Higher Education for All: Racial Inequality, Cold War Liberalism, and the California Master Plan (UNC Press, 2023) is the first and only comprehensive account of the California Master Plan. Through deep archival work and sharp attention to a fascinating cast of historical characters, Andrew Stone Higgins has excavated the forgotten history of the Master Plan: from its origins in the 1957 Sputnik Crisis, through Governor Ronald Reagan's financial starvation and his failed quest to introduce tuition, to the student struggle to institute affirmative action in university admissions.
Abigail (Abby) Jean Kahn is a PhD candidate in the history of education at Stanford's Graduate School of Education. She also currently sits on the Graduate Student Council for the History of Education Society.
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Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action (University of Rochester Press, 2024) examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Author Donna J. Nicol tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974-94) to increase access within the CSU for historically marginalized and underrepresented groups. Amid a growing white backlash against changes brought on by the 1960s Civil Rights and Black Power Movements, Nicol argues that Hampton enacted "sly civility" to persuade fellow trustees, CSU system officials, and state lawmakers to enforce federal and state affirmative action mandates.
Donna J. Nicol is Associate Dean in the College of Liberal Arts at California State University, Long Beach, CA.
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Today’s book is: A Pedagogy of Kindness (University of Oklahoma Press, 2024), by Dr. Catherine Denial, which explores why academia is not, by and large, a kind place. Without kindness at its core, Catherine Denial suggests, higher education fails students and instructors—and its mission—in critical ways. Part manifesto, part teaching memoir, part how-to guide, A Pedagogy of Kindness urges higher education to get aggressive about instituting kindness, which Dr. Denial distinguishes from niceness. Having suffered beneath the weight of just “getting along,” instructors need to shift every part of what they do to prioritizing care and compassion—for students as well as for themselves. A Pedagogy of Kindness articulates a fresh vision for teaching, one that focuses on ensuring justice, believing people, and believing in people. Offering evidence-based insights and drawing from her own rich experiences as a professor, Dr. Denial offers practical tips for reshaping syllabi, assessing student performance, and creating trust and belonging in the classroom. Her suggestions for concrete, scalable actions outline nothing less than a transformational discipline—one in which, together, we create bright new spaces, rooted in compassion, in which all engaged in teaching and learning might thrive.
Our guest is: Dr. Catherine J. Denial, who is the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College. A regular speaker and consultant on teaching and learning, she is also the author of Making Marriage: Husbands, Wives, and the American State in Dakota and Ojibwe Country.
Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell.
Playlist for listeners:
The Power of Play in Higher Education
Skills for Scholars: How Can Mindfulness Help?
Contingent Faculty and the Remaking of Higher Education
Belonging: The Science of Creating Connection and Bridging Divides
The Good-Enough Life
Exploring the value of taking a break, and seeking rest
Meditation and the Academic Life
Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by posting, assigning or sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 225+ Academic Life episodes? You’ll find them all archived here.
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The Association of University Presses (AUPresses), a global organization of 161 mission-driven publishers, is proud to announce a collection of 123 books, journals, and projects that embody the #StepUP theme of this year’s University Press Week, happening Nov. 11 to 15. The featured publications, curated by AUPresses members in 12 countries, present thought-provoking concepts, new points of view, and inspiring ideas, many of which advocate for social change.
For a complete list of UP Week events, see here
For the gallery of 103 publications, see here
To work at a university press, see here
Anthony Cond is director of Liverpool University Press and president of the Association of University Presses
Caleb Zakarin is editor at the New Books Network
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In The End of College Football: On the Human Cost of an All-American Game (UNC Press, 2024), Nathan Kalman-Lamb and Derek Silva offer an existential challenge to one of America's favorite pastimes: college football. Drawing on twenty-five in-depth interviews with former players from some of the country's most prominent college football teams, Kalman-Lamb and Silva explore how football is both predicated on a foundation of coercion and suffused with racialized harm and exploitation. Through the stories of those who lived it, the authors examine the ways in which college football must be understood as a site of harm, revealing how players are systematically denied the economic value they produce for universities and offered only a devalued education in return.
By illuminating the plantation dynamics that make college football a particularly racialized form of exploitation, the book makes legible the forms of physical sacrifice that are required, the ultimate cost in health and well-being, and the coercion that drives players into the sport and compels them to endure such abusive conditions.
Paul Knepper covered the New York Knicks for Bleacher Report. His first book was The Knicks of the Nineties: Ewing, Oakley, Starks and the Brawlers That Almost Won. His next book, a biography of Moses Malone will be published in 2025. You can reach Paul at [email protected] and follow him on Twitter @paulieknep.
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Democracy is struggling in an age of populism and post-truth. In a world swirling with competing political groups stating conflicting facts, citizens are left unsure whom to trust and which facts are true. The role of honesty in civic life is in jeopardy. When we lose sight of the importance of honesty, it hampers our ability to solve pressing problems. Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens (Oxford University Press, 2024) asserts that to better enable young citizens to successfully engage in civic inquiry, the role of honesty must be foregrounded within education.
The book posits that honesty is a key component of a well-functioning democracy. Building upon this foundation, Sarah M. Stitzlein defines what honesty is, how it is connected to truth, and why both are important to and at risk in democracies today. Furthermore, the chapters offer guidance on how honesty and truth should be taught in schools. Situated within the philosophical perspective of pragmatism, the book examines the relationships between honesty, truth, trust, and healthy democratic living and provides recommendations for improving citizenship education and our ability to engage in civic reasoning.
Teaching Honesty in a Populist Era offers an improved path forward within our schools by detailing how to cultivate habits of truth-seeking and truth-telling. Such honesty will better enable citizens to navigate our difficult political moment and increase the likelihood that citizens can craft long-term solutions for democratic life together.
Sarah M. Stitzlein is Professor of Education and Affiliate Professor of Philosophy at the University of Cincinnati. Her research explores issues of political agency, educating for democracy, youth civic engagement, and equity in schools. She is the author of Learning How to Hope and American Public Education and the Responsibility of its Citizens, and co-editor of the journal Democracy & Education.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Who controls what is taught in American universities – professors or politicians? The answer is far from clear but suddenly urgent. Unprecedented efforts are now underway to restrict what ideas can be promoted and discussed in university classrooms. Professors at public universities have long assumed that their freedom to teach is unassailable and that there were firm constitutional protections shielding them from political interventions. Those assumptions might always have been more hopeful than sound. A battle over the control of the university classroom is now brewing, and the courts will be called upon to establish clearer guidelines as to what – if any – limits legislatures might have in dictating what is taught in public universities.
In You Can't Teach That!: The Battle over University Classrooms (Polity Press, 2024), Keith Whittington argues that the First Amendment imposes meaningful limits on how government officials can restrict the ideas discussed on university campuses. In clear and accessible prose, he illuminates the legal status of academic freedom in the United States and shows how existing constitutional doctrine can be deployed to protect unbridled free inquiry.
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Today’s book is: Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action (University of Rochester Press, 2024) by Dr. Donna J. Nicol, which examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Black Woman on Board tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974–94) to increase access within the CSU for historically marginalized and underrepresented groups. Amid a growing white backlash against changes brought on by the 1960s Civil Rights and Black Power Movements, Dr. Nicol argues that Hampton enacted "sly civility" to persuade fellow trustees, CSU system officials, and state lawmakers to enforce federal and state affirmative action mandates. Black Woman on Board explores how Hampton methodically "played the game of boardsmanship," using the soft power she cultivated amongst her peers to remove barriers that might have impeded the implementation and expansion of affirmative action policies and programs. In illuminating the ways that Hampton transformed the CSU as the "affirmative action trustee," this remarkable book makes an important contribution to the history of higher education and to the historiography of Black women's educational leadership in the post-Civil Rights era.
Our guest is: Dr. Donna J. Nicol, who is the Associate Dean in the College of Liberal Arts at California State University, Long Beach, CA.
Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.
Listeners may enjoy this playlist:
Black Women, Ivory Tower
Leading from the Margins
Presumed Incompetent
PhDing While Parenting
Is Grad School For Me?
How Girls Achieve
Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by posting, assigning or sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 225+ Academic Life episodes? Find them here. And thank you for listening!
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Academic writing isn’t known for its clarity. While graduate students might see reading and writing turgid academic prose as a badge of honor—a sign of membership in an exclusive community of experts—many readers are left feeling utterly defeated.
In his latest book, Academic Writing as if Readers Matter (Princeton University Press, 2024), Fordham University Professor Leonard Cassuto prompts us to think more about the reader. For Cassuto, the key to better academic prose is to anticipate and respect the needs of the reader. Throughout the volume, Cassuto offers a range of advice on how to structure arguments, use metaphor, and integrate narrative. He also provides a thoughtful reflection on the value of academic knowledge for the broader public and how to square a rules-based approach to teaching writing with the inevitable evolution of language. This book will be of interest to graduate students, writing instructors, editors, and anyone who wants to learn how to make their writing clearer and more sympathetic to the needs of the reader.
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The campus protests over conflict in Israel and Gaza have engulfed universities, and led to the resignation of several university presidents. In this podcast, recorded live at the New York Institute of the Humanities, Michael S. Roth, the long-time President of Wesleyan College, explains how he navigates sharp disagreements on campus, what he means by “safe enough spaces,” and how to understand what is happening on campus in relation to our democracy.
Michael S. Roth is the 16th president of Wesleyan University, since 2007. Formerly president of California College of the Arts (CCA), Roth is known as a historian, curator, author and public advocate for liberal education. His many books include Beyond the University: Why Liberal Education Matters (Yale University Press, 2014); Safe Enough Spaces: A Pragmatist’s Approach to Inclusion, Free Speech, and Political Correctness (Yale University Press, 2019); and The Student: A Short History (Yale University Press, 2023). This conversation was recorded with a live audience at the New York Institute for the Humanities, which is directed by Eric Banks and hosted by the New York Public Library. I want to thank Eric Banks for the invitation to speak with President Roth, and the fellows of the New York Institute for a lively discussion included here.
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Remember the bleach drinking episode? Remember ‘alternative facts’? Remember ‘I have the best words’? These elements of the Trump presidency spoke to a fundamental part of his politics: truth and science were not prime among his considerations. Given this, one may assume that academics would have been especially unlikely to be drawn to the Trump presidency.
Yet, in his fascinating book The Academic Trumpists: Radicals against Liberal Democracy (Routledge, 2024), David Swartz outlines a group of public intellectuals who supported, and largely continue to support, Trump. These 109 Academic Trumpists are not marginal to American academia but rather can be found in middle to high-ranking schools and sometimes have backgrounds in elite institutions. Swartz demonstrates however how they cluster in particular disciplines and institutions and make use of a significant network of populist conservative thinktanks. By comparing these Trumpists with 89 conservative professors who are anti-Trump, Swartz is able to show the distinctive political positions the Trumpists adopt, especially concerning ‘liberal’ campus culture and the appeal of Trump as a ‘wrecking ball’. This populist politics and their distinct networks differ them from their conservative peers who see Trump as a threat and fundamentally not conservative.
In our conversation we discuss who these academic Trumpists are, the details of their positioning and why, despite everything, they continue to support Trump. We also consider what possibility there maybe for an allegiance between liberal and anti-Trump conservative professors in the US.
Your host Matt Dawson is Professor of Sociology at the University of Glasgow with research interests in social theory and the history of sociology. He is the author of a number of books, including G.D.H. Cole and British Sociology: A Study in Semi-Alienation (2024, Palgrave Macmillan)
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Conducting Original Research for Your Library (Bloomsbury Libraries Unlimited, 2024) is a concise manual for professionals in the field, this book helps librarians master the skills to conduct, interpret, and analyze their own original research. Many working librarians discover that original research would help them advocate for their libraries, but some graduate programs teach only limited research skills. Designed for all librarians, this book is a practical guide to engaging with the research process, from identifying a problem to sharing findings with others. Authors Kaitlin Gerrity and Scott Lanning have packed this introductory guide and reference book with short, to-the-point information that librarians will refer to often at all stages of a research project. From research ethics to statistical significance and everything in between, this primer is the point-of-need resource for librarians in public, academic, and school libraries who wish to use original research to support the profession.
NBN can get 20% off Conducting Original Research for Your Library by using the discount code NBN20 on the Blooomsbury.com US website.
Caitlin Gerrity is an Associate Professor and Director of the School Library Endorsement Program in the Department of Library and Information Science at Southern Utah University.
Scott Lanning is a LIS Professor an Assessment Librarian/Business, Computer Science and Math Librarian in the Department of Library & Information Science at Southern Utah University.
Discuss in this episode is Philadelphia Alliance to Restore School Librarians (PARSL). In addition to connecting through the PARSL website, you can connect on Instagram and Facebook.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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In Plato the Teacher: The Crisis of the Republic (Lexington, 2012), William Altman shines a light on the pedagogical technique of the playful Plato, especially his ability to create living discourses that directly address the student. Reviving an ancient concern with reconstructing the order in which Plato intended his dialogues to be taught as opposed to determining the order in which he wrote them, Altman breaks with traditional methods by reading Plato’s dialogues as a multiplex but coherent curriculum in which the Allegory of the Cave occupies the central place. His reading of Plato's Republic challenges the true philosopher to choose the life of justice exemplified by Socrates and Cicero by going back down into the Cave of political life for the sake of the greater Good.
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Today I talked to Sivan Zakai and Matt Reingold's their book Teaching Israel: Studies of Pedagogy from the Field (Brandeis UP, 2023).
In this discussion we discuss best teaching practices for Israel Incorporating Israel educators from inner-city nontraditional college classrooms, the US marine core university, Jewish day school high schools and pre-schools, and more. The approach almost across the board is learner centered where exploration and questioning are encouraged. Matt discusses how this volume provides opportunities for teachers to learn not only from settings that are similar to their own but also from settings that differ - a next step of communities of practice, sharing and expanding. Sivan discusses the impact and importance of understanding the lines between ancient and modern Israel and how they may be blurred at times and yet made very distinct at others. It is important for educators to understand the significance and impact of their teaching as Israel does pose a unique set of challenges in its multiplicity - history, religion, modern conflict, modern progress, and diversity. Many important topics were raised that encourage further discussion among teacher groups and within classrooms.
Follow us on unitytdiversity.com, FB Jewish Unity Through Diversity, Instagram, and YouTube to continue exploring the multiplicity of Israel and the Jewish people.
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Listen to this interview of Rick Rabiser, Professor for Software Engineering in Cyber-Physical Systems, Johannes Kepler University Linz, Austria. We talk about the relationship of researchers in academia and industry, focusing particularly on the community researching into systems and software product lines (SPL).
Rick Rabiser : "When you write your paper, imagine you're explaining what you want to write down to someone in a meeting room on the whiteboard. Because this is what we do in research a lot — we try to communicate our ideas to our peers and collaborators, and we very often just do this on a whiteboard. So, if you can tell your research to someone in just this same way, but through text, then you'll enable yourself to tell it, too, to a reviewer, and eventually to a reader."
Link to Rabiser et al. A Study and Comparison of Industrial vs Academic Software Product Line Research Published at SPLC
Link to Rabiser et al. Industrial and Academic Software Product Line Research at SPLC: Perception of the Community
Link to Schmid et al. Bridging the Gap: Voices from Industry and Research on Industrial Relevance of SPLC
Link to Becker et al. Not Quite There Yet: Remaining Challenges in Systems and Software Product Line Engineering as Perceived by Industry Practitioners
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Everything you’ve ever wanted to know about publishing but were too afraid to ask.
Before and After the Book Deal: A Writer’s Guide to Finishing, Publishing, Promoting, and Surviving Your First Book (Catapult, 2020) by Courtney Maum is a funny, candid guide about breaking into the marketplace. Cutting through the noise, dispelling rumors and remaining positive, Before and After the Book Deal answers questions like: are MFA programs worth the time and money, and how do people actually sit down and finish a novel? Should you expect a good advance, and why aren’t your friends saying anything about your book? Before and After the Book Deal has over 150 contributors from all walks of the industry, including international bestselling authors, agents, editors, film scouts, translators, disability and minority activists, offering advice and sharing anecdotes about even the most taboo topics in the industry. Their wisdom will help aspiring authors find a foothold in the publishing world and navigate the challenges of life before and after publication with sanity and grace. Covering questions ranging from the logistical to the existential, Before and After the Book Deal is the definitive guide for anyone who has ever wanted to know what it’s really like to be an author.
Our guest is: Courtney Maum, who is the author of five books, including Before and After the Book Deal, which Vanity Fair named one of the ten best books for writers, and The Year of the Horses, chosen by The Today Show as the best read for mental health awareness. A writing coach, director of the writing workshop “Turning Points,” and educator, her mission is to help people hold on to the joy of art-making in a culture obsessed with turning artists into brands. Passionate about literary citizenship, she sits on the advisory councils of The Authors Guild and The Rumpus.
Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell.
Listeners may also enjoy this playlist:
The Artists Joy: A Guide to Getting Unstuck
Becoming the Writer You Already Are
The DIY Writing Retreat
The Top Ten Struggles in Writing a Book Manuscript & What to Do About It
Make Your Art No Matter What
The Emotional Arc of Turning A Dissertation Into A Book
Welcome to Academic Life, the podcast for your academic journey—and beyond! You can help support the show by posting, assigning or sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 200+ Academic Life episodes? Find them all here.
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Why do people go to college? In Polished: College, Class, and the Burdens of Social Mobility (U Chicago Press, 2024), Melissa Osborne, an associate professor at Western Washington University, explores the experiences of students from low income and first-generation backgrounds who attend elite universities in the USA. The book offers a vital intervention for our understanding of the role of higher education and its connection to a range of social inequalities. It captures the sometimes difficult and ambivalent experiences of students from outside the traditional demographics for elite institutions. The analysis offers a nuanced understanding of the process of social mobility, showing the struggles of students and institutions, and the limits of individually-focused approaches to social change. Rich with ethnographic and qualitative data, as well as a powerful set of ideas for elite institutional change, the book is essential reading for educators everywhere.
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Join us for an in-depth exploration of Professor Cass Sunstein's latest work, Campus Free Speech (Harvard University Press, September 2024).
Together, we'll examine the book’s intriguing take on free speech in academic spaces and the broader implications for constitutional interpretation. Professor Sunstein also delves into the exercise of administrative power, with timely discussions on COVID-era authority and the Supreme Court's decision in Chevron v. Natural Resources Defense Council. Gain unique insights from Sunstein on how the Constitution remains a guiding force for the American public in navigating modern challenges.
Cass R. Sunstein is the Robert Walmsley University Professor at Harvard. He is the founder and director of the Program on Behavioral Economics and Public Policy at Harvard Law School. In 2018, he received the Holberg Prize from the government of Norway, sometimes described as the equivalent of the Nobel Prize for law and the humanities. In 2020, the World Health Organization appointed him as Chair of its technical advisory group on Behavioural Insights and Sciences for Health. From 2009 to 2012, he was Administrator of the White House Office of Information and Regulatory Affairs, and after that, he served on the President’s Review Board on Intelligence and Communications Technologies and on the Pentagon’s Defense Innovation Board. Mr. Sunstein has testified before congressional committees on many subjects, and he has advised officials at the United Nations, the European Commission, the World Bank, and many nations on issues of law and public policy. He serves as an adviser to the Behavioural Insights Team in the United Kingdom.
Professor Sunstein is author of hundreds of articles and dozens of books, including Nudge: Improving Decisions about Health, Wealth, and Happiness (with Richard H. Thaler, 2008), Simpler: The Future of Government (2013), The Ethics of Influence (2015), #Republic (2017), Impeachment: A Citizen’s Guide (2017), The Cost-Benefit Revolution (2018), On Freedom (2019), Conformity (2019), How Change Happens (2019), and Too Much Information (2020). He is now working on a variety of projects involving the regulatory state, “sludge” (defined to include paperwork and similar burdens), fake news, and freedom of speech.
Madison’s Notes is the podcast of Princeton University’s James Madison Program in American Ideals and Institutions
Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented.
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