Afleveringen
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Fifty-five years after the terrible shooting at Kent State University, I spoke with Brian VanDeMark, a Professor of History at the US Naval Academy, about his new book, Kent State: An American Tragedy (Norton, 2024). Cutting through the reductive narratives of the shooting, VanDeMark offers a definitive history of the fatal clash between Vietnam War protestors and the National Guard, illuminating its causes, lasting consequences, and cautionary lessons for us all.
On May 4, 1970, at Kent State University in Ohio, political fires that had been burning across America during the 1960s exploded. Antiwar protesters wearing bell-bottom jeans and long hair hurled taunts and rocks at another group of young Americans―National Guardsmen sporting gas masks and rifles. At half past noon, violence unfolded with chaotic speed, as guardsmen―many of whom had joined the Guard to escape the draft―opened fire on the students. Two reductive narratives ensued: one, that lethal state violence targeted Americans who spoke their minds; the other, that law enforcement gave troublemakers the comeuppance they deserved. For over fifty years, little middle ground has been found due to incomplete and sometimes contradictory evidence.
Kent State meticulously re-creates the divided cultural landscape of America during the Vietnam War and heightened popular anxieties around the country. On college campuses, teach-ins, sit-down strikes, and demonstrations exposed the growing rift between the left and the right. Many students opposed the war as unnecessary and unjust and were uneasy over poor and working-class kids drafted and sent to Vietnam in their place. Some developed a hatred for the military, the police, and everything associated with authority, while others resolved to uphold law and order at any cost.
Focusing on the thirteen victims of the Kent State shooting and a painstaking reconstruction of the days surrounding it, historian Brian VanDeMark draws on crucial new research and interviews―including, for the first time, the perspective of guardsmen who were there. The result is a complete reckoning with the tragedy that marked the end of the sixties.
Dr. Andrew O. Pace is a historian of the US in the world who specializes in the moral fog of war. He is currently a DPAA Research Partner Fellow at the University of Southern Mississippi and a co-host of the Diplomatic History Channel on the New Books Network. He is also working on a book about the reversal in US grand strategy from victory at all costs in World War II to peace at any price in the Vietnam War. He can be reached at [email protected] or via https://www.andrewopace.com/. Andrew is not an employee of DPAA, he supports DPAA through a partnership. The views presented are those of the author and do not necessarily represent the views of DPAA, DoD or its components.
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Can a student inherit time? What difference does time make to their educational journeys and outcomes? The Time Inheritors: How Time Inequalities Shape Higher Education Mobility in China (SUNY Press, 2025) draws on nearly a decade of field research with more than one hundred youth in China to argue that intergenerational transfers of privilege or deprivation are manifested in and through time. Comparing experiences of rural-to-urban, cross-border, and transnational education, Cora Lingling Xu shows how inequalities in time inheritance help drive deeply unequal mobility. With its unique focus on time, nuanced comparative analysis, and sensitive ethnographic engagement, The Time Inheritors opens new avenues for understanding the social mechanisms shaping the future of China and the world.
Dr Cora Lingling Xu (PhD Cambridge) is Associate Professor at Durham University, UK. Cora is a sociologist interested in education mobilities and social inequalities. Her research examines how the intersection of class, time, rural-urban divides, gender, ethnicity, and geopolitics can shape social agents’ educational and life trajectories. She is an executive editor of the British Journal of Sociology of Education. Cora’s research on Chinese international students has been featured in BBC Radio 4's documentary 'Chinese on Campus', and on BBC News. Her email address is [email protected].uk.
Yadong Li is a socio-cultural anthropologist-in-training. He is registered as a PhD student at Tulane University. His research interests lie at the intersection of economic anthropology, development studies, hope studies, and the anthropology of borders and frontiers. More details about his scholarship and research interests can be found here.
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Zijn er afleveringen die ontbreken?
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In Banned: The Fight for Mexican American Studies in the Streets and in the Courts (Cambridge UP, 2025), readers are taken on a journey through the intense racial politics surrounding the banning of Mexican American Studies in Tucson, Arizona. This book details the state-sponsored racism that led to the elimination of this highly successful program, and the grassroots and legal resistance that followed. Through extensive research and firsthand narratives, readers will gain a deep understanding of the controversy surrounding this historic case. The legal challenge successfully overturned the Arizona law and became a central symbol in the modern-day Ethnic Studies renaissance. This work is a must-read for anyone interested in understanding the power of community activism, the importance of fighting for educational equity, and why the example of Tucson created an alternative blueprint for how we can challenge states that are currently banning critical race theory.
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Universities are under attack, but what exactly are the threats? How does free speech in the last 10 years compare to today? What do we stand to lose if higher education collapses?
In this episode, Brandice Canes-Wrone dives into the major threats facing universities—from defunding to restrictions on free expression—and what we can do to solve them. We explore the history of universities, from their religious roots to the transformative impact of the GI Bill, examine how America’s global leadership is tied to the strength of its higher education system, and discuss why universities must remain vital spaces for intellectual experimentation, free inquiry, and personal growth.
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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Today I’m speaking with Pano Kanelos, founding president of the University of Austin. A scholar and professor of Shakespeare studies, Panos’ advocacy for the liberal arts eventually lead him to become president of St. John’s College in Annapolis. In the past few years, Pano has found himself at the center of an academic project that seemed rather unlikely in an era where the big universities are getting bigger and other colleges are shuttering their doors. The University of Austin’s creation points to the potential for dynamism and change in academia. While it’s just getting started, the story of University of Austin is one to follow for anyone interested in how higher education is changing in the 21st century.
Caleb Zakarin is editor at the New Books Network.
Let's face it, most of the popular podcasts out there are dumb. NBN features scholars (like you!), providing an enriching alternative to students. We partner with presses like Oxford, Princeton, and Cambridge to make academic research accessible to all. Please consider sharing the New Books Network with your students. Download this poster here to spread the word.
Please share this interview on Instagram, LinkedIn, or Bluesky. Don't forget to subscribe to our Substack here to receive our weekly newsletter.
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What does a general education from an Ivy League mean? What structures produce the course catalogues that students can choose to customize their education from? Is a world-class degree a world-class education?
In this episode, we sit down with the three authors of Slacking: A Guide A Guide to Ivy League Miseducation (Encounter Books, 2025). Adam Kissel, Madison Marino Doan, and Rachel Alexander Cambre guide us through their process of collaboration and their argument that Ivy League institutions are not providing students with a quality education. Through the saturation of DEI-coded or hyper-specialized courses, they argue, students lack access to classical education and Western civilization–based instruction that would better serve their intellectual development. The authors discuss their approach to building the argument, the origins of their idea, and what students should keep in mind when selecting their schools and course lists.
Adam Kissel is a visiting fellow for higher education reform in the Center for Education Policy at The Heritage Foundation. He is a board member of the University of West Florida, Southern Wesleyan University, and the National Association of Scholars. Rachel Alexander Cambre teaches for Belmont Abbey College’s new Master of Arts in Classical and Liberal Education program. A visiting fellow in the B. Kenneth Simon Center for American Politics and Center for Education Policy at The Heritage Foundation from 2022 to 2024, she researches and writes on liberal arts education and American political thought. She held a research postdoctoral fellowship at the James Madison Program from 2019-2020. Madison Marina Doan is a senior research associate in the Center for Education Policy at The Heritage Foundation. Her work focuses on affordability and accountability reform in higher education and K-12 education choice initiatives. Her work may be found in Fox News, Washington Examiner, Washington Times, The Daily Signal, and the Educational Freedom Institute.
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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Back in 2021, John and Elizabeth sat down with Brandeis string theorist Albion Lawrence to discuss cooperation versus solitary study across disciplines. They sink their teeth into the question, “Why do scientists seem to do collaboration and teamwork better than other kinds of scholars and academics?”
The conversation ranges from the merits of collective biography to the influence of place and geographic location in scientific collaboration to mountaineering traditions in the sciences. As a Recallable Book, Elizabeth champions The People of Puerto Rico, an experiment in ethnography of a nation (in this case under colonial rule) from 1956, including a chapter by Robert Manners, founding chair of the Brandeis Department of Anthropology. Albion sings the praises of a collective biography of the Art Ensemble of Chicago, A Message to Our Folks. But John stays true to his Victorianist roots by praising the contrasting images of the withered humanist Casaubon and the dashing young scientist Lydgate in George Eliot’s own take on collective biography, Middlemarch.
Discussed in this episode:
Richard Rhodes Making of the Atomic Bomb
Ann Finkbeiner, The Jasons: The Secret History of Science’s Postwar Elite
James Gleick, The Information
Jon Gertner, The Idea Factory: Bell Labs and the Great Age of American Innovation
Black Hole photographs win giant prize
Adam Jaffe, “Geographic Localization of Knowledge Spillovers as Evidenced by Patent Citations“
Jamie Cohen-Cole, The Open Mind
Julian Steward et al., The People of Puerto Rico
Paul Steinbeck, Message to Our Folks
Jenny Uglow, Lunar Men
George Eliot, Middlemarch
Listen to and Read the episode here.
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Wage stagnation, growing inequality, and even poverty itself have resulted from decades of neoliberal decision making, not the education system, writes Neil Kraus in his urgent call to action, The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement (Temple UP, 2023).
Kraus claims the idea that both the education system and labor force are chronically deficient was aggressively and incorrectly promoted starting in the Reagan era, when corporate interests and education reformers emphasized education as the exclusive mechanism providing the citizenry with economic opportunity. However, as this critical book reveals, that is a misleading articulation of the economy and education system rooted in the economic self-interests of corporations and the wealthy.
The Fantasy Economy challenges the basic assumptions of the education reform movement of the last few decades. Kraus insists that education cannot control the labor market and unreliable corporate narratives fuel this misinformation. Moreover, misguided public policies, such as accountability and school choice, along with an emphasis on workforce development and STEM over broad-based liberal arts education, have only produced greater inequality.
Ultimately, The Fantasy Economy argues that education should be understood as a social necessity, not an engine of the neoliberal agenda. Kraus' book advocates for a change in conventional thinking about economic opportunity and the purpose of education in a democracy.
Neil Kraus is Professor of Political Science at the University of Wisconsin, River Falls. He is the author of Majoritarian Cities: Policy Making and Inequality in Urban Politics and Race, Neighborhoods, and Community Power: Buffalo Politics, 1934-1997.
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How do academic books get published? How do scholars turn dissertations and articles into the books we love? How does academic publishing compare to the world of trade publishing?
This week, we speak with Robert Dreesen, a seasoned publishing professional with over 30 years of experience in the industry. Dreesen has worked in trade publishing at Penguin and Harcourt Brace Jovanovich, and for nearly two decades at Cambridge University Press, where he served as a publisher of economics and political science.
In this episode, we explore the world of academic publishing—offering guidance for young scholars looking to transform their ideas, dissertations, and articles into published books. Dreesen shares the biggest pitfalls scholars encounter when approaching this challenge and walks us through the entire process, from formulating a proposal to securing a book deal. We also discuss how external factors can influence publishing decisions.
Additionally, Dreesen reflects on the differences between academic and trade publishing, offering unique insights from his long career. As someone who has worked with countless books, he also reveals the written works he returns to time and again for both enjoyment and intellectual stimulation.
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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"Golden Age” by Heidi Landecker appeared in The Chronicle of Higher Education
on 4 September 2024. The article discusses the scholarship of Jean H.
Baker, Samuel Jay Keyser, and Lucy Freeman Sandler, three scholars who
produce significant work in their nineties. Landecker highlights their
enduring passion for scholarship and addresses broader societal
conversations about the academy, age, and the lives of retired
academics. This conversation includes Jeffrey Herlihy-Mera, professor at the University of Puerto Rico-Mayagüez; Heidi Landecker, former Deputy Managing Editor at the Chronicle of Higher Education; Jenny Wilson, a Trustee of the London u3a (university of the 3rd Age) and the Chair of Croydon u3a; and MIT linguist Samuel Jay Keyser (Jay); Keyser spent 9 years as associate provost at MIT, and he is the founder and editor of Linguistic Inquiry, housed at MIT Press. This episode and the Instituto Nuevos Horizontes at the UPR-M have been supported by the Mellon Foundation. Topics mentioned in this conversation include: How
does age impact knowledge, creativity, identity, kinship, language,
cognition, emotions, and how we experience life? What role does age have
in culture and in the academy? How do the age of our students, faculty
colleagues, and community collaborators influence our activities and the
knowledge we develop at universities?
“Lingua Franca: Language and writing in academe,” The Chronicle of Higher Education, edited by Heidi Landecker.
“Age, Creativity and Culture: Reconsidering how the Phases of Life Influence Knowledge, Experience, and Creation,” by Jeffrey Herlihy-Mera.
Sapir-Whorf Hypothesis
Scholarship
Listening
Experiences
Accents
Linguistic Diversity Ambassadors at North Carolina State University
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A coalition of educators and allies has come together to push back against a variety of different kinds of attacks on higher education and students at colleges and universities, particularly in the United States. This group is driven by the belief that a democracy is only as strong as its commitments to academic freedom, intellectual integrity, human diversity, and individual dignity. The impetus among this particular group of academics and staff members is to make sure that students at all the campuses, in all the programs at those campuses across the United States are supported and free to engage in their chosen courses of study. The various ways in which this mission is being attacked or undermined, with the slashing of grants, attempts to control curriculum, freezing of campus free speech, snatching of students off the streets, and threats to the bottom line all contribute to destabilizing the educational paths of students, and the ability of the faculty and the staff to provide students with the education, research opportunities, and higher education experiences they are seeking at these institutions.
I am joined on this installment of PostScript by three members of an organic group of educators—across disciplines—who came together in the early days of the new Trump Administration to try to figure out how to best support students at different institutions. One of the results of this collaboration among academics and educators across disciplines, institutions, and parts of the country, was to craft a letter directed at university administrators, governmental entities, and the public, explaining the value and import of education, especially in a democracy, and the need for a diversity of voices and contributors to that enterprise. I discuss the origin of the group, the genesis of the letter (which is available to sign here), and the deep concerns among those who work in higher education in the United States with Alison Gash, Daniel Laurison, and Nathan Lents.
Alison Gash is Professor of Political Science and Head of the Department of Political Science at the University of Oregon.
Daniel Laurison is Associate Professor of Sociology at Swarthmore College, the former Editor-in-Chief of the British Journal of Sociology, and a 2021-2023 Carnegie Fellow.
Nathan Lents is Professor of Biology at John Jay College,
Links:
We are Higher Ed Letter: Speaking Out for Democracy and US Higher Education
We are Higher Ed Website: https://www.wearehighered.org/
Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), Email her comments at [email protected] or tweet to @gorenlj.
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In this episode of the Language on the Move Podcast, Brynn Quick speaks with Dr Agi Bodis and Dr Jing Fang about international tertiary students in Australia. They discuss how these students can make connections between their university experiences, their curriculum, and the professional industries they hope to one day be a part of. They also discuss how international students bring rich linguistic, cultural and intellectual experiences to their university and wider Australian communities.
Dr Bodis is a lecturer in the Department of Linguistics at Macquarie University as well as the Course Director of the Applied Linguistics and TESOL program. Dr Fang is a Senior Lecturer in the Department of Linguistics at Macquarie as well as a NAATI-certified translator and interpreter between English and Chinese. She also serves as a panel interpreter/translator for Multicultural NSW and as a NAATI examiner.
For additional resources, show notes, and transcripts, go here.
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The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back.
After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts.
As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site’s history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.”
Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women’s Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets.
Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education.
Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries.
Mentioned:
OAH’s Records at Risk Data Collection Initiative for individuals to report removed or changed material
For federal workers who are interested in sharing their experiences, OAH’s Emergency Oral History Project
Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans
National Center for Education Statistics (NCES)
Removal of climate data from government websites
Contribute to AHA and OAH
5calls ap for connecting with federal senators and representatives
AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee)
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Uncovers what Christian seminaries taught about Islam in their formative years Throughout the nineteenth century, Islam appeared regularly in the curricula of American Protestant seminaries. Islam was not only the focus of Christian missions, but was studied as part of the history of the Church as well as in the new field of comparative religions. Moreover, Arabic was taught as a cognate biblical language to help students better understand biblical Hebrew. Passages from the Qur'an were sometimes read as part of language instruction. Christian seminaries were themselves new institutions in the nineteenth century. Though Islam had already been present in the Americas since the beginning of the slave trade, it was only in the nineteenth century that the American public became more aware of Islam and had increasing contact with Muslims. It was during this period that extensive trade with the Ottoman empire emerged and more feasible travel opportunities to the Middle East became available due to the development of the steamship.
Providing an in-depth look at the information about Islam that was available in seminaries throughout the nineteenth century, Muhammad in the Seminary (NYU Press, 2024) examines what Protestant seminaries were teaching about this tradition in the formative years of pastoral education. In charting how American Christian leaders' ideas about Islam were shaped by their seminary experiences, this volume offers new insight into American religious history and the study of Christian-Muslim relations.
The Rev. Dr. David D. Grafton is the Professor of Islamic Studies and Christian-Muslim Relations on the faculty of the Duncan Black Macdonald Center for the Study of Islam and Christian-Muslim Relations at Hartford International University
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. Twitter.
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Our book is: Project Management for Researchers: A Practical, Stress-Free Guide to Getting Organized (U Michigan Press, 2025), by Dr. Shiri Noy, which tackles the how, what, and why of project management. It offers step-by-step guidance on choosing tools and developing a personalized system that will help the reader manage and organize their research so that steps and decisions are documented for accountability and reproducibility. Readers will find worksheets they can adapt to their own needs, priorities, and research as well as practical tips on issues ranging from emails to scheduling. Suitable for work across methods, experience levels, and disciplines and adaptable for those working alone, with others, or as team managers, this book will guide readers between various research stages–from planning, to execution, to adjustment of research projects big and small.
The worksheets discussed in the episode can be found here.
Our guest is: Dr. Shiri Noy, who is Associate Professor of Sociology at Denison University. Her research and teaching interests are primarily in political sociology, and centered on development, science and religion, and mixed methods. She is the author of Banking on Health: The World Bank and Health Sector Reform in Latin America, and Project Management for Researchers: A Practical, Stress-Free Guide to Getting Organized.
Our host is: Dr. Christina Gessler, who is the creator and executive producer of the Academic Life podcast.
Listeners may enjoy this playlist:
The Grant Writing Guide
Where Does Research Begin?
Getting from to-do to done!
Imposter Syndrome
Attention Skills
Dealing with Rejection
The Dissertation to Book Workbook
Stylish Academic Writing
The Book Proposal Book
Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading or sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening!
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In Well Worth Saving (Yale University Press, 2019), Professor Laurel Leff explores how American universities responded to the sudden and urgent appeals for help from scholars trapped in Nazi-dominated Europe. Although many scholars were welcomed into faculty or research positions in the US, thousands more tried to find a way over and failed. Those who were unable to flee were left to face the horrors of the Holocaust. In this rigorously researched book, Laurel Leff rescues from obscurity scholars who were deemed "not worth saving" and tells the riveting, full story of the hiring decisions universities made during the Nazi era.
Laurel Leff is Professor of Journalism and Associate Director of Jewish Studies at Northeastern University.
This interview was conducted by Renee Hale, who holds a Ph.D. in Chemical Engineering and works in R&D for the food and beverage industry. She is the author of The Nightstorm Files, a voracious reader, and enjoys sharing the joy of discovering new perspectives with listeners.
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Over the past two decades, natural things—especially those collected, exchanged, studied, and displayed in museums, such as animals, plants, minerals, and rocks—have emerged as fascinating protagonists for historical research. Nature on Paper: Documenting Science in Prussia, 1770-1850 (U Pittsburgh Press, 2024) follows a different, humbler set of objects that make it possible to trace the global routes and shifting meanings of those natural things: the catalogs, inventories, and other paper tools of information management that form the backbone of collection institutions.
Anne Greenwood MacKinney focuses on Prussia from the late eighteenth to mid-nineteenth century, a place and time that witnessed the dramatic restructuring of research, government, and public collections toward a closer integration of science, state, and a proto-civil society. The documents at the heart of her study are mediators actively shaping the historical trajectories, values, and meanings of the objects they record, and with pasts and paths of their own. MacKinney also reveals how various stakeholders—in the research community, museum sector, government, and general public—can interact with these documents and thereby shape the world of natural science. By centering the history of natural historical collection paperwork and the agents involved in its production, circulation, and safekeeping, Nature on Paper tells a largely neglected story of a form of scientific labor that transformed the infrastructure of modern research at the turn of the nineteenth century.
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Studies show that students who have a positive outlook on their lives outperform students who don’t. Is positive thinking a skill? Can it be taught?
Our article is: “Teaching Positive Psychology Skills at school may be one way to help student mental health and happiness,” by Dr. Kai Zhuang Shum, published in The Conversation, which explores how the components of happiness and connection can be applied to classroom settings around the world. Amid the reduced access to mental health services for many students, and the rising rates of student stress and depression, researchers are finding that positive psychology interventions make a real difference. “Students who’ve been introduced to science-based ideas about happiness,” Dr. Shum writes, “feel more satisfied with life.” She joins us for this episode to explain more.
Our guest is: Dr. Kai Zhuang Shum, who is a Nationally Certified School Psychologist (NCSP) and a Licensed Psychologist. She serves as an assistant professor at the University of Tennessee Knoxville School Psychology Program. She specializes in positive psychology, motivation, anxiety (including OCD), attention, time management, and well-being (happiness).
Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast.
Listeners may enjoy this playlist:
Mindfulness
The Well-Gardened Mind
Inside Look at Campus Mental Wellness Services
You Will Get Through This
Belonging: The Science of Creating Connection
Managing Your Mental Health During Your PhD
Make a Meaningful Life
Meditation
Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening!
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Undeclared: A Philosophy of Formative Higher Education (MIT Press, 2024) is an imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose.
What if college were not just a means of acquiring credentials, but a place to pursue our formation as whole persons striving to lead lives of meaning and purpose? In Undeclared, Chris Higgins confronts the contemporary university in a bid to reclaim a formative mission for higher education. In a series of searching essays and pointed interludes, Higgins challenges us to acknowledge how far our practices have drifted from our ideals, asking: What would it look like to build a college from the ground up to support self-discovery and personal integration? What does it mean to be a public university, and are there any left? How can the humanities help the job-ified university begin to take vocation seriously?
Cutting through the underbrush of received ideas, Higgins follows the insight where it leads, clearing a path from the corporate multiversity to the renaissance in higher education that was Black Mountain College and back again. Along the way, we tour a campus bent on becoming a shopping mall, accompany John Dewey through a midlife crisis, and witness the first "happening.” Through diverse and grounded philosophical engagements, Undeclared assembles the resources to expand the contemporary educational imagination.
Chris Higgins is Associate Professor and Chair in the Department of Formative Education in Boston College's Lynch School of Education and Human Development, where he directs the Transformative Educational Studies program. He is the author of The Good Life of Teaching.
The book is available Open Access here.
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While full- and part-time college faculty and lecturers go about their jobs—doing all that is seen (teaching and publishing) and unseen (class prep, grading, and researching)—little, if any time is given to the uncomfortable acknowledgment that those acts have legal ramifications. Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know (2025, Rowman & Littlefield) thoughtfully addresses topics that are vital for those in academia.
Kent Kauffman is an Associate Professor of Business Law at Purdue University Fort Wayne.
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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