100 books like The Great Upheaval

Having worked on college campuses for 25 years as a professor, administrator, and first-year experience program designer, I’ve seen first-hand how freshmen are increasingly failing at “adulting” because they are unprepared for the realities of campus life. I take on this needed preparation as co-author of How to College: What to Know Before You Go (and When You’re There) and as the creator of the Talking College™ Card Deck, discussion prompts for college-bound students and their parents/guardians. I share my insider knowledge with college-bound students and their parents at talks and workshops throughout the U.S. My goal is to help both groups thrive as they prepare for the upcoming transition.

I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.

I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

Marybeth Gasman has been writing about African American history – within the educational setting – since 1994 when she began research that led to on an intellectual biography of African American sociologist, Harlem Renaissance architect, and Fisk University president Charles Spurgeon Johnson. Over the years, her work has explored many topics, including the history of Historically Black Colleges and Universities, Black medical schools, African American philanthropy, and the production of Black scientists. She is the Samuel DeWitt Proctor Endowed Professor in Education & a Distinguished Professor at Rutgers University and also serves as the Executive Director of the Samuel DeWitt Proctor Institute for Leadership, Equity, & Justice.

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

I started my career as a historian of historiography and now hold a chair in the history of the humanities at Leiden University. What I like about this field is its comparative agenda. How does art history relate to media studies, and what do Arabists have in common with musicologists? Even more intriguing, as far as I’m concerned, is the question of what holds the humanities together. I think that history can help us understand how the humanities have developed as they have, differently in different parts of the world. As the field called history of the humanities has only recently emerged, there is plenty of work to do!

Writing articles for the education press I became aware of how children and young people were presented as vulnerable, as potential victims. Sometimes they also saw themselves in this way as weak, unable to cope, and lacking in the ability to take control of their lives. This seemed to me to be damaging and needed challenging. But writing about the therapeutic turn was not enough. What had to be challenged was the fear of freedom and speech and debate that were essential to beginning to take control of your life. In response I set up Academics For Academic Freedom, the leading campaign group for free speech, no ifs, no buts. 

I'm passionate about understanding and fixing how we teach and learn for a simple reason: My own journey as a learner was very nearly cut short. While attending one of the most competitive universities in India, I witnessed firsthand what can happen when a once-promising student runs into learning roadblocks. I nearly gave up on my academic career, only to be saved by—of all things—a hands-on, corporate training program. As I moved back into academia, it became my goal, first as an educator and later as MIT’s Vice President for Open Learning, to empower how we teach and learn with findings from cutting-edge research. And to avail these possibilities to as many learners as possible. 

I have been an organizational psychologist and executive coach for more than two decades, advising high-level executives, including Fortune 500 leaders, to build workplace cultures in which all employees can flourish. Yet, for many employees of color, the workplace is so challenging that many feel professionally stifled. I realized many years ago that to accomplish my own goals; I needed to take control of my career and not depend upon the vagaries of individual leaders. I needed to set goals, take a long game view, be honest with myself and my leaders, and help leaders understand how changing some habits could help them and me succeed in a disrupted world.