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On the surface, law schools today are thriving. Enrollments are on the rise, and their resources are often the envy of every other university department. Law professors are among the highest paid and play key roles as public intellectuals, advisers, and government officials. Yet behind the flourishing facade, law schools are failing abjectly. Recent front-page stories have detailed widespread dubious practices, including false reporting of LSAT and GPA scores, misleading placement reports, and the fundamental failure to prepare graduates to enter the profession.

Addressing all these problems and more in a ringing critique is renowned legal scholar Brian Z. Tamanaha. Piece by piece, Tamanaha lays out the how and why of the crisis and the likely consequences if the current trend continues. The out-of-pocket cost of obtaining a law degree at many schools now approaches $200,000. The average law school graduate’s debt is around $100,000—the highest it has ever been—while the legal job market is the worst in decades, with the scarce jobs offering starting salaries well below what is needed to handle such a debt load. At the heart of the problem, Tamanaha argues, are the economic demands and competitive pressures on law schools—driven by competition over U.S. News and World Report ranking. When paired with a lack of regulatory oversight, the work environment of professors, the limited information available to prospective students, and loan-based tuition financing, the result is a system that is fundamentally unsustainable.

Growing concern with the crisis in legal education has led to high-profile coverage in the Wall Street Journal and the New York Times, and many observers expect it soon will be the focus of congressional scrutiny. Bringing to the table his years of experience from within the legal academy, Tamanaha has provided the perfect resource for assessing what’s wrong with law schools and figuring out how to fix them.

Over the past three decades, more than a quarter of a million children have become citizens of the United States through international adoption. Kindergarten teacher Jane Katch recently found herself with three such children in her class: Katya, born in Russia, Jasper, from Cambodia, and Caleb, from Romania. Each child had spent early years in an orphanage, and each had unique educational and emotional needs. How Katch came to recognize and respond to those needs makes up the journey of discovery in this moving and insightful book.

Interspersing vignettes from the classroom and conversations with the children’s parents, Far Away from the Tigers first explores Katch’s misunderstandings and mistakes as she struggles to help the children adjust to school. As Katch learns more about each child’s preadoption past, she gradually realizes that they were deprived of some basic learning experiences and she needs to find ways to fill those gaps. Before Caleb can learn to read or write, he must improve his verbal skills by learning nursery rhymes, stories, and songs. Katya, who came from an overcrowded orphanage, now needs to be the center of attention; before learning how to form real friendships, she first must gain control over more basic functions such as eating and sleeping. And the youngest, Jasper, needs steady encouragement to play with classmates instead of sitting alone practicing his handwriting.

Slowly, through trial and error and by drawing on the deep understanding and intense commitment of the children’s parents, Katch discovers the importance—and joy—of allowing each child time to develop in his or her own way. Beautifully told, wise, and candid, Far Away from the Tigers is a gift for parents, teachers, and anyone who cares for children growing up in a new home.

The editors divide the works into three categories. In the first section, contributors offer readings that demonstrate how feminist thought can be put into operation through digital practice or via analytical approaches, methodologies, and interpretations. A second section structured around infrastructure considers how technologies of knowledge creation, publication, access, and sharing can be formed or reformed through feminist values. The final section focuses on pedagogies and proposes feminist strategies for preparing students to become critical and confident readers with and against technologies.

Aimed at readers in and out of the classroom, Feminist Digital Humanities reveals the many ways scholars have pushed beyond critique to practice digital humanities in new ways.

Contributors: Daniela Agostinho, Monika Barget, Jenny Bergenmar, Susan Brown, Tanya E Clement, Katrine Dirckinck-Holmfeld, Jaime Lee Kirtz, Cecilia Lindhé, Laura Mandell, Lisa Marie Rhody, Mark Sample, Susan Schreibman, Andie Silva, Nikki L. Stevens, Ravynn K. Stringfield, Dhanashree Thorat, Nanna Bonde Thylstrup, Kristin Veel, Astrid von Rosen, and Jacqueline Wernimont

An insightful, wide-ranging analysis of the economic hurdles facing America’s higher education system.

The US higher education sector faces numerous economic challenges, including the stagnating number of college-age domestic students, geographic mismatch between population growth and the location of colleges and universities, financial pressures, including cutbacks in government support, growing student debt burdens, sticker prices that deter prospective applicants, and the risk of low capital market returns on endowment portfolios. This volume analyzes the responses of students, families, and the financial managers of higher education institutions to these challenges. It presents new insights into the substantial disparities in the financial structure of, and the financial challenges facing, different types of institutions. The volume draws together contributions from financial economics, public finance, and industrial organization, as well as the economics of education.

Every year, tens of thousands of graduate students walk into a college classroom for the first time with deep subject-matter expertise but little or no formal preparation for teaching. First Day to Final Grade has guided those instructors through three successful editions, offering clear, honest, and immediately usable advice for every stage of a course—from writing a syllabus and preparing a first lecture to running discussions, grading fairly, and handling difficult moments in the classroom. This fourth edition brings that trusted guidance fully up to date with new material on creating classrooms where all students can succeed and teaching with today’s technology. Whether read cover to cover before a first assignment or consulted in the middle of a challenging semester, this book is the practical companion new college teachers need.

In this new edition of First Day to Final Grade, readers will find:

• Equity-focused and inclusive pedagogy woven throughout the text;
• New material on transparency as a core inclusive and equity-focused practice, including explicit attention to surfacing the “hidden curriculum” for first-generation students;
• Advice on AI and generative tools, including designing writing assignments that account for AI, and a section on academic integrity, plagiarism, and inappropriate use of generative AI;
• New syllabus guidance on contemporary classroom management issues, including students requesting to record class sessions;
• Updated and consolidated recommended readings that address AI in teaching, equity-based pedagogy, student belonging, student mental health, teaching writing, and teaching when English is not one’s first language;
• Prescriptive guidance that explains the reasoning behind specific recommendations to help readers understand how particular practices benefit the learning environment and the instructor-student relationship.

Encountering Edward Said on Yom Kippur: Reflections on the Late-Style Jewish Prophetic is a fascinating and controversial collection of journals and meditations on the plight and possibility of the prophetic witness in the modern world.  In these pages, the Jewish theologian, Marc H. Ellis, explores the prophetic through his encounters with the late Palestinian intellectual, Edward Said, as a way of thinking through the stakes of contemporary Jewish history. His unexpected encounter with Said on Yom Kippur provides a fascinating window to explore the dangers and possibilities of present-day Jewish life and its future. Ellis applies Said’s idea of late-style to the Jewish prophetic – what Ellis names the Late-Style Jewish Prophetic – to mean the reappearance and coming home of the Jewish prophetic as it undergoes its own deconstruction and re-emergence. At turns deeply personal and creatively theoretical, Ellis doesn’t shy away from the forbidden terrains of self questioning and progressive posturing, even with people and movements he identifies with. The result is a sensitive and provocative exploration filled with questions and responses rather than definitive answers.

"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list.

Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience.

Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.

Across the country, flagship universities and liberal arts colleges, regional state campuses and Ivy League institutions continue to adapt to a globalized economy. One key internationalization strategy is study abroad. But who gets to have an overseas experience? In Firsts Abroad, Jeremy Townley explores the stories of first-generation college students who participated in study abroad. Because of their multicultural, multilingual backgrounds, nontraditional paths to and through college, and hard-won life experiences, first-generation students possess knowledge, skills, and savvy developed in their families that help them take advantage of their time overseas. While abroad, these students also experience significant gains in social networks and cultural knowledge, as well as important transformations in worldview, that allow for the possibility of upward social mobility. This powerfully argued book reveals that study abroad, so important in a globalized world, may be most essential for students historically underserved by higher education. 

The Big Ten . . . the SEC . . . the Final Four . . . sometimes it seems that American higher education is more about sports than studies. Not so, says this well-researched, evenhanded study of athletics in university life. Sports--particularly football--play a key role in defining institutions that might otherwise be indistinguishable and are an indispensable tool in building a sense of community on campus, as well as an important factor in mustering alumni and political support. While abuses exist, the "football school" is not only a legitimate member of the academic community but an inevitable one as well--and football provides much-needed identity at every level from the local to the national scale. Pointing out that universities compete as much academically as athletically, J. Douglas Toma argues that fielding a winning sports team is a quick, effective way to win recognition and that doing so pays dividends across the board, by raising public awareness (thereby making a school more attractive to potential students and faculty) and by creating a wider constituency of "fans" whose loyalties pay off in increased contributions and appropriations that support academic programs as well. He notes that universities like Harvard and Yale, now eclipsed on the gridiron, were "football powers" in the era when America's westward expansion spawned new schools unable to challenge older institutions academically but able to win acclaim through sports. This fosters a campus and alumni culture based on "football Saturday"--a bonding experience that helped forge a larger community whose support, both personal and financial, has become integral to the life of the institution. Football U. brings welcome impartiality to a subject all too often riven by controversy, pitting football boosters against critics who complain that academic achievement takes second place to athletic success. But as a tool for creating "brand awareness" as well as local loyalty and widespread support, high-profile athletic programs meet a variety of institutional needs in ways no other aspect of university life can. This, Toma observes, is a two-edged sword, for even as it fosters collegiality, it discourages reform when the pendulum swings too far in the direction of athletic dominance. Nevertheless, Football U. is here to stay.

Why teach about religion in public schools? What educational value can such courses potentially have for students?

In For the Civic Good, Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible courses have the potential to add a reflective element to these skills. In so doing, students awaken to the fact of their own interpretive framework and how it influences their understanding of texts and practices. The argument of the book is developed by reports on the authors’ field research, a two-year period in which they observed religion courses taught in various public high schools throughout the country, from the “Bible Belt” to the suburban parkway. They document the problems in teaching religion courses in an educationally appropriate way, but also illustrate the argument for a humanities-based approach to religion by providing real classroom models of religion courses that advance the skills critical to the development of a civic public.

Ira Harkavy has spent his fifty-plus-year career at the University of Pennsylvania advocating for the democratization of teaching, research, and learning. Since 1992, he has been the Founding Director of the Netter Center for Community Partnerships, whose mission is to develop democratic, mutually beneficial partnerships between Penn and its local community of West Philadelphia.

For the Long Haul is a conversational memoir, moderated by Harkavy’s colleague John Puckett, that features social history and pragmatic arguments stressing the importance of education. The authors discuss Harkavy’s distinguished career and put his life’s work in local and historical context, including his engagement of diverse faculty, students, and staff to take his projects to the nation and the wider world.

Puckett traces Harkavy’s activist origins from his childhood in the Bronx through his undergraduate and graduate studies at Penn. As he developed university-assisted community schools, Harkavy encountered challenges such as the impact of racism and local communities’ distrust of universities. Those experiences show how his learning shaped his thinking about “participation, partnership, and producing change in the world.”

In this era where universities are under attack, For the Long Haul emphasizes Harkavy’s considerable achievements and the importance of higher education for democracy.