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Cathy N. Davidson

    Cathy N. Davidson es una pensadora pionera centrada en cómo aprendemos y cómo ese aprendizaje se está transformando en la era digital. Su trabajo investiga formas innovadoras de aprendizaje y la importancia de los estudios interdisciplinarios para comprender los complejos desafíos de nuestra época. Davidson aboga por nuevos enfoques pedagógicos que conecten las humanidades, las artes y las ciencias para fomentar maneras de conocer más profundas y adaptables. Su visión enfatiza el pensamiento conectado y la adaptación continua en un mundo en rápida evolución.

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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

      • 352 páginas
      • 13 horas de lectura

      The author critiques the current state of American universities, asserting they are trapped in outdated practices.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

      • 304 páginas
      • 11 horas de lectura

      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

      • 336 páginas
      • 12 horas de lectura

      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