New Books in Higher Education

How Girls Achieve points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Dr. Sally Nuamah calls “feminist schools,” deliberately designed to provide girls with achievement-oriented identities. And she shows how these schools would help all students, regardless of their gender.

Educated women raise healthier families, build stronger communities, and generate economic opportunities for themselves and their children. Yet millions of disadvantaged girls never make it to school—and too many others drop out or fail. Upending decades of advice and billions of dollars in aid, Dr, Nuamah argues that this happens because so many challenges girls confront—from sexual abuse to unequal access to materials and opportunities—go unaddressed. But it isn’t enough just to go to school. What you learn there has to prepare you for the world where you’ll put that knowledge to work.

Dr. Nuamah reveals that developing resilience is not a gender-neutral undertaking. Preaching grit doesn’t help girls; it actively harms them. Drawing on her deep immersion in classrooms in the United States, Ghana, and South Africa, Nuamah calls for a new approach: creating feminist schools that will actively teach girls how and when to challenge society’s norms, and allow them to carve out their own paths to success.

Guest: Dr. Sally A. Nuamah is an associate professor of Urban Politics in Human Development, Social Policy and Political Science (by courtesy) at Northwestern University. She has received numerous awards; began the TWII Foundation to provide funding for girls striving to be first in their families to go to college; and was a postdoctoral fellow at Princeton University and a Women and Public Policy fellow at the Harvard Kennedy School.

Host is: Dr. Christina Gessler is the producer of the both Academic Life podcast and the show’s weekly newsletter. She is a writing coach and developmental editor for academics.

Listeners may be interested in:

• Teacher By Teacher
• Doing the Work of Equity Leadership for Justice and Systems Change
• Black Girls and How We Fail Them
• Leading from the Margins
• How We Show Up
• How Schools Make Race
• Black Woman On Board
• Remembering Lucille
• Can I Say That?
• Teaching About Race And Racism

Welcome to Academic Life, the podcast for your academic journey—and beyond! Please join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 300+ Academic Life episodes? Find them here. And thank you for listening!

This episode was originally published Nov 6, 2020

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Librarians as Researchers: Developing Our Scholarly Identity (Bloomsbury, 2025) edited by Paul C. Campbell and Sarah Nagle is designed to empower librarians to develop their research skills and embrace their identities as scholars. Many librarians, particularly those in academic libraries, are expected to engage in research and scholarly output. However, unlike disciplinary faculty, most librarians have not completed a PhD program, and many have never designed or participated in original research upon embarking on their career. This edited volume provides inspiration and support for academic librarians looking to develop or refresh their research skills and develop their scholarly identities. The focus of this book is toward empowering librarians as researchers, rather than librarians supporting student or faculty research. This book provides a venue for librarians to share their knowledge on different aspects of research as well as build community for other librarians to actualize their own identities as researchers. The existing literature and research in the realm of librarian identity development often touches on librarian identities in the face of emerging technologies and new library types, or how librarians can support research at their institutions. However, there is a gap in the literature around librarians developing their own identities as researchers. Librarians have a unique role in the scholarly community; we often sacrifice our own research interests so that we can provide support and instruction to others, whether it be faculty, students, or the public. But the library world holds immense opportunity for developing and executing original research. Additionally, conducting research is beneficial to librarians' individual practice as well as the library community as a whole. This edited volume will provide guidance as well as actionable methods for librarians to develop foundational research philosophies, create communities of practice, and hone practical skills in a wide range of research areas.

Guests: Paul C. Campbell is an Assistant Professor and the Social Science & Assessment Librarian at Kent State University Libraries. 

Sarah Nagle is the Creation and Innovation Services Librarian at Miami University in Ohio

Host: Dr. Michael LaMagna is a Professor of Library Services at Delaware County Community College.

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In this episode, the editors of the Journal of Autoethnography offer an inside look at the journal, discussing its origin and revisiting notable articles that have contributed to the practice of autoethnography.

The Journal of Autoethnography is published four times a year by the University of California Press. For more information about the journal, including subscription and submission information, please visit here. If you are interested in supporting the work of UC Press and its Journals Program, please consider making a charitable donation to the UC Press Foundation.

To learn more about the UC Press Foundation and how to contribute, please visit here.

Articles mentioned:

1. Matthew S. Johnston; Through Madness and Back Again: An Autoethnography of Psychosis. Journal of Autoethnography 11 May 2020; 1 (2): 137–155. doi: here
2. Jessica Smartt Gullion; The Mayhill Project. Journal of Autoethnography 1 January 2025; 6 (1): 37–49. doi: here
3. Elizabeth Stephens; Homicide by Police: Coping with Traumatic Death. Journal of Autoethnography 11 May 2020; 1 (2): 111–121. doi: here
4. Anonymous Author; Highlighting Numbers: Students Stalking Faculty and the Lasting Impacts of a Flawed System. Journal of Autoethnography 1 April 2021; 2 (2): 143–160. doi: here
5. Arthur P. Bochner; Autoethnography as a Way of Life: Listening to Tinnitus Teach. Journal of Autoethnography 7 January 2020; 1 (1): 81–92. doi: here
6. Csaba Osvath; Writing With and Against the Machine: Autoethnographic Reflections on AI, VR, and Narrative Becoming. Journal of Autoethnography 1 July 2026; 7 (3): 346–358. doi: here
7. Stephen King, On Writing: A Memoir on the Craft. 2000. Simon & Schuster.
8. Goodall, H. Lloyd. A need to know: The clandestine history of a CIA family. Left Coast Press, 2006.
9. Robin M. Boylorn, Sweetwater: Black Women and Narratives of Resilience (Revised Edition, 2017). Peter Lang.
10. Ocean Vuong, On Earth We’re Briefly Gorgeous. 2019, Penguin.
11. Ellis, Carolyn. Revision: Autoethnographic reflections on life and work. 2019. Routledge.
12. A complete list of University of California Press journals is available at UC Press Journals

Tony Adams is Caterpillar Professor of Communication at Bradley University.

Andrew F. Herrmann is CEO of Applicable Consulting LLC. 

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A gripping exposé of deception, cult power, and the long shadow of Carlos Castaneda, the man behind the biggest literary hoax of the twentieth century. 

Twenty years in the making, American Trickster: The Hidden Lives of Carlos Castaneda (OR Books, 2026) unravels the story of the secretive faux-anthropologist who pulled off one of the greatest literary hoaxes in modern history. Both an investigation of the techniques employed by charismatic narcissists and a study of the cult dynamics that still shape American life, “American Trickster” defies conventional biography. It emerges as a chilling allegory for the Trump era, a trenchant critique of academia's complicity in distorting and erasing Indigenous culture, and a deep dive into the mechanics of New Age spiritual abuse.

Author Ru Marshall joins host Emily Dufton to discuss Castaneda's larger-than-life story and lingering effects. Emily Dufton is the author of Grass Roots: The Rise and Fall and Rise of Marijuana in America (Basic Books, 2017). Her new book, Addiction, Inc.: Medication-Assisted Treatment and America's Forgotten War on Drugs, was released in 2026. 

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Library Technical Services: Future Forward (Bloomsbury, 2025) edited by Mary Beth Weber and Melissa De Fino looks at the future of technical services post-pandemic and at the brink of technological disruptions through a diversity, equity, inclusion, and accessibility lens. Libraries have undergone a tremendous transformation that has been driven by multiple factors that include technological developments, and societal impacts such as declining college enrollment and the aftermath of the COVID-19 pandemic, which has introduced changes to how technical services professionals work and provide services. Whereas the library is often perceived by users as a building to house print books and journals, the reality is that the library encompasses both physical and virtual spaces. For many users, the library's online catalog and website are their first (and perhaps only) experience with the library. Our user community is global, and technical services work has evolved to serve users with a growing array of electronic resources, including e-books, databases, and e-journals. These resources differ from their print counterparts in that they cost more, require licenses and contracts that must continually need to be renegotiated and renewed, must comply with accessibility standards, and require different skill sets to catalog. The virtual spaces and services libraries provide are built on the foundation provided by technical services librarians. Assessment is an important, yet often overlooked, aspect of technical services work, and is addressed in this book. It is critical for collection development and acquisition of electronic resources. It is also an important component of the work of electronic resources librarians, who monitor usage and trends. Developing an appropriate skill set for technical services work is essential for success. This includes knowing the standards for the work performed, awareness of emerging standards, and remaining relevant.

Guests: Mary Beth Weber is the inaugural Coordinator for Training and Mentorship for Rutgers University Libraries. In this capacity, she serves as an advisor to the Faculty Mentoring Program, collaborates with colleagues to identify, develop, and implement a continuous program of enrichment activities to meet the needs of the Libraries' personnel. She previously served as the Head of Central Technical Services for 2008-2025, and her new role is the result of a large-scale reorganization undertaken by Rutgers University Libraries. Weber has had a long career in technical services, overseeing both resource description and acquisitions, and collaborating with collection development librarians. She representedRutgers on the Big Ten Academic Alliance’s Heads of Cataloging Committee from 2014-2025. Other offices she has held include serving as editor-in-chief for Library Resources and Technical Services, one of ALA Core’s official journals, for nine years. In addition to three books she has published with Bloomsbury, she co-authored Fundamentals of Collection Development and Management, 5th edition, with Peggy Johnson. She may be contacted via her LinkedIn profile.  She earned her MLS from Clarion University of Pennsylvania and earned my BA from Michigan State University, where I had a double major of English and Art History. 

Melissa De Fino is Team Lead for Cataloging and Metadata Services and Metadata Librarian for Special Collections and Audiovisual Materials at Rutgers University Libraries. She has worked at Rutgers for more than 20 years, beginning her career there as a Special Collections Cataloger. Her research focuses on the evolution of technical services librarianship. Melissa is the co-author, with Mary Beth, of Virtual Technical Services: A Handbook, has published several peer-reviewed articles, and served for five years as editor of the “Tech Services Online” column in Technical Services Quarterly. She holds a Master of Library and Information Science and an M.A. in Liberal Studies from Rutgers University, as well as a B.A. in English from Fordham University.

Host: Dr. Michael LaMagna is a Professor of Library Services at Delaware County Community College.

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This inaugural podcast for the Voices of Discovery podcast from the University of Houston Clear Lake features a discussion of Team MAPPS, a federally-funded program that is available online to help people increase collaboration within teams. The Team Methods to Advance Processes and Performance in Science (Team MAPPS) training program was specifically designed to help scientific teams develop and master the skills of Team Science so that collaboration is more effective as scientific teams tackle the complex challenges of our world today. Listen as Dr. Kevin Wooten, professor at UHCL, and Cynde Ferris, adjunct professor at UHCL and director of educational technology at the University of Texas Medical Branch, explain the origins of TeamMAPPS and how the science of Team Science can be helpful for teamwork.  

Dr. Kay L. Colley is executive director of the Center for Faculty Development at the University of Houston Clear Lake and host of its Voices of Discovery podcast.

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Welcome to The Academic Life. You are smart and capable, but you aren’t an island and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us your suggestion on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: what a book proposal is and isn’t, why you have to write one, the importance of seeking the right “fit” for your manuscript, how to pitch a quirky book, the difference between a book’s topic and its argument, how to summarize your project in just one sentence, and a discussion of The Book Proposal Book: A Guide for Scholarly Authors (Princeton UP, 2021)

Our guest is: Dr. Laura Portwood-Stacer, an experienced developmental editor and publishing consultant for academic authors. She is the author of The Book Proposal Book: A Guide for Scholarly Authors.

You have to write a book proposal to get published, but most scholars receive no training on how to do so, and you may have never even seen a proposal before you’re expected to produce your own. The Book Proposal Book cuts through the mystery and guides you step by step through the process of crafting a compelling proposal and pitching it to university presses and other academic publishers. Whether you’re hoping to publish your first book or you’re a seasoned author with an unfinished proposal languishing on your hard drive, The Book Proposal Book provides honest, empathetic, and invaluable advice on how to overcome common sticking points and get your book published. It also shows why a well-conceived proposal can help lead to an outstanding book.

Our host is: Dr. Christina Gessler, the co-producer of the Academic Life podcasts, and a historian of women and gender.

Listeners to this episode might be interested in:

• The Book Proposal Book: A Guide for Scholarly Authors, by Laura Portwood-Stacer
• Dr. Portwood-Stacer’s Manuscript and Editing Workshops
• Dr. Portwood-Stacer’s website
• Handbook for Academic Authors, by Beth Luey
• Writing and Publishing Your Book: A Guide for Experts in Every Field, by Melody Herr
• From Dissertation to Book, by William Germano
• The Chicago Manual of Style: The Essential Guide for Writers, Editors, and Publishers
• Story Craft: The Complete Guide to Writing Narrative Nonfiction, by Jack Hart
• The Business of Being a Writer, by Jane Friedman

This episode was originally published on 8/12/2021

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Focusing on U.S. academic libraries, The Reinvention of the U.S. Academic Library: 1990 – 2025 (2025, Bloomsbury) provides a concise history of the traditional role and function of academic libraries from their earliest times up to the dawn of the Digital Age and the spread of digital technology into all aspects of academic research and scholarly communication. This book analyzes how digital technology has transformed, over the course of a few swift decades, not only the role and function of academic libraries, but also the nature of scholarly communication itself.

Specifically, The Reinvention of the U.S. Academic Library: 1990 - 2025 discusses how digital technology has changed the way academic libraries acquire and exercise bibliographic control over collections, provides equitable access to information, and instructs and guide students, faculty, and others.

Guest: Donald A. Barclay worked as an academic librarian from 1990 until his retirement in 2022, holding during his library career positions at New Mexico State University, the University of Houston, the Texas Medical Center, and the University of California, Merced. During his career, he devoted much of his time and interest to teaching students how to think critically about the information they encountered in their academic, professional, personal, and civic lives. Working in academic libraries during a time when digital technology was expanding into every aspect of human life allowed him to both closely observe and actively participate in the biggest technological changes to humanity’s relationship with information since the advent of printing from moveable type. 

Barclay has authored numerous articles and books over the course of his career on topics ranging from the literature of the American West to children’s literature to library and information science. 

Barclay earned his bachelor’s degree from Boise State University and holds masters’ degrees in both English and Library and Information Science from the University of California, Berkeley.

Host: Dr. Michael LaMagna is a Professor of Library Services at Delaware County Community College.

Baruch Fischhoff's Bounded Disciplines and Unbounded Problems: A Vision for Management Science (Oxford University Press, 2025), part of the Clarendon Lectures in Management series) tackles a central tension in academia that disciplines are organized around narrow, bounded methods and theories, while the real-world problems society faces such as climate change, public health, financial crises, technology risk are messy, unbounded, and refuse to respect departmental boundaries. Fischhoff argues that business schools are uniquely positioned to bridge this gap because they already house faculty with both rigorous analytical training and applied, real-world orientation. The book proposes concrete ways management schools can restructure incentives, training, and collaboration so scholars can excel in their discipline while still meaningfully engaging with intractable societal problems.

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I spoke with Professor Marnie Hughes-Warrington about her 2026 book Artificial Historians, co-authored with Anne Martin and Lewis Yarlupurka O’Brien. A distinguished historian, philosopher, academic leader, and Officer of the Order of Australia (AO) based at the University of Adelaide, my guest explores how the logic of history, defined around trivalent logic (the “maybes,” the “ifs,” the ontological uncertainties), intersects with and challenges the logic of dominant AI algorithms.

The book raises urgent questions about the changing status of human agency, the ethics of AI-powered data collection about us, and the de facto histories that AI is writing about us every second—histories that may decide whether we can travel, access education, or receive medical care. We talk about the opportunities that this perspective on AI presents to humans (and historians in particular!), how some non-Western conceptions of history—for instance, those of the Indigenous nations of Australia—complicate the dominant Western understanding of what history is, and the challenges we must address as we hand over more and more data and delegate the writing of actual human histories to AI.

Aristotle makes a cameo, and my guest talks about how the economy might be shifting from knowledge bias to ethics bias.

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