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Cathy N. Davidson

    Cathy N. Davidson est une penseuse pionnière axée sur notre façon d'apprendre et sur la manière dont cet apprentissage se transforme à l'ère numérique. Son travail explore des formes d'apprentissage innovantes et l'importance des études interdisciplinaires pour appréhender les défis complexes de notre époque. Davidson prône de nouvelles approches pédagogiques qui relient les sciences humaines, les arts et les sciences afin de favoriser des modes de connaissance plus profonds et adaptables. Sa vision met l'accent sur la pensée connectée et l'adaptation continue dans un monde en évolution rapide.

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    The New Education
    The New College Classroom
    The New Education
    The Oxford book of women's writing in the United States
    • 2022

      The New Education

      How to Revolutionize the University to Prepare Students for a World In Flux

      • 352pages
      • 13 heures de lecture
      3,4(8)Évaluer

      The author critiques the current state of American universities, asserting they are trapped in outdated practices. By examining systemic issues and proposing innovative solutions, the book advocates for a transformative approach to higher education. It highlights the need for modernization to better serve students and society, aiming to inspire a reimagining of academic institutions for the future.

      The New Education
    • 2022

      The New College Classroom

      • 304pages
      • 11 heures de lecture

      College still looks like it did a century ago, with instructors delivering lectures to silent rows of students. Yet research shows unambiguously that active learning is more effective and inclusive. The New College Classroom translates the evidence into hands-on guidance for teachers in every discipline and institution, so all students can excel.

      The New College Classroom
    • 2017

      The New Education

      How to Revolutionize the University to Prepare Students for a World in Flux

      • 336pages
      • 12 heures de lecture

      A leading educational thinker argues that the American university is stuck in the past--and shows how we can revolutionize it to prepare students for our age of constant change

      The New Education
    • 1999
    • 1998