Date of Award

4-2020

Rights

© 2020 Adrienne Seegers

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Ella Benson

Second Advisor

Laura Bertonazzi

Third Advisor

Brandon Price

Abstract

Applying findings from mind, brain, and education science (MBES) could improve teaching and learning yet, MBES is not consistently applied in higher education pedagogy. This qualitative study examined the perceptions of community college faculty of the Brain-Targeted Teaching (BTT) framework as a tool to facilitate implementing MBES into pedagogy. Two research questions guided the study: (1) How did community college faculty describe changes to their pedagogy after participating in professional development that presented and modeled the BTT framework? and (2) What was the perception of participants of the value of the BTT framework as a tool to facilitate implementing MBES into their pedagogy? Data collection methods included online surveys before, during, and after the professional development experience. This study yielded two key findings: 1) Participants perceived the BTT framework to be valuable to support implementation of MBES in pedagogy, and 2) Faculty made and planned changes as a result of a professional development experience with BTT. The study’s findings indicated the need for further study of the impact of learning about BTT on pedagogy.

Comments

Ed.D. Dissertation

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