Review of The New College Classroom, by Cathy N. Davidson & Christina Katopodis
DOI:
https://doi.org/10.14507/er.v33.4497Abstract
In The New College Classroom, authors Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies that instructors in any discipline may incorporate into their courses to create an environment that is truly conducive to learning. These empirically driven, classroom-tested techniques of active learning―from the participatory syllabus and ungrading to grab-and-go activities for every day of the term―have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings. Davidson and Katopodis explain how and why their approach is more effective than conventional methods of instruction and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
Author Biography
Brianne McGee, University of Tennessee
Brianne McGee is a doctoral student in the Department of Theory and Practice in Teacher Education at the University of Tennessee, where her studies are focused on elementary education. She previously earned an MEd in curriculum and instruction with a concentration in special education at the University of Virginia, as well as an MEd in language and literacy from the Harvard Graduate School of Education. Before pursuing her doctorate, she spent 10 years teaching elementary grades in Texas, South Carolina, and Nebraska. Her current research centers on the better preparation of pre-service teachers in managing the wide range of behaviors present in today’s inclusive classrooms.
References
Zimmerman, J. (2000). The amateur hour: A history of college teaching in America. Johns Hopkins University Press.
[Book reviewed] Davidson, C. N., & Katopodis, C. (2022). The new college classroom. Harvard University Press.
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