Cathy N. Davidson

“This critique details much wrong in US HE but also sketches a plan for reform.” Click here to read the full review.

Cathy N. Davidson describes what she wishes she had known when she started teaching active learning courses: “For well over a decade, I’ve been exploring the science of learning, cognitive neuroscience, research on memory and studies of pedagogy, as well as reading everything I can get my hands on having to do with techniques and…

“…Cathy Davidson, distinguished professor of cultural history and technology at the City University of New York, would like to challenge them [disciplines] far more radically. She has pursued much of her career in English departments and, early on, published Revolution and the Word: The Rise of the Novel in America. Yet she has “never been one of…

“Cathy Davidson, a professor at the Graduate Center of the City University of New York, recently shared some tips from her “active-learning kit.” One tool for encouraging participation is something she describes as “Exit Tickets.” It works like this: Three minutes before the end of class, she asks students: “What topic did we raise today…

“Our students need to be content creators, not memorisers. Outside school they have mastered this, and it’s more predictive of future success than test scores.” Read the full article here.

“The conventional wisdom about 21st century skills holds that students need to master the STEM subjects — science, technology, engineering and math — and learn to code as well because that’s where the jobs are. It turns out that is a gross simplification of what students need to know and be able to do, and some…