Embodied Brain Education: an Interdisciplinary Investigation of the Implementation of Mind Brain Education in Higher Education Classrooms

Abstract

The field of neuroscience has informed our understanding of how the structures of the brain work and how neurons and neural pathways are related to cognition, emotions, and well-being. Less understood is how findings from neuroscience research can be implemented in higher education classrooms to support students’ engagement in transformative learning. The goal of this project was to investigate the implementation of Mind Brain Education (MBE) practices in higher education classrooms and their relationship to students’ self-reports of motivation, self-regulation, cognitive engagement, and well-being. Eight instructors across five disciplines participated in the study. Students read The New Science of Learning (Doyle & Zakrajsek, 2013) and instructors implemented class activities based on the content presented in the book. The poster presents preliminary findings of students’ changes in motivation, self-regulation, cognitive engagement, and well-being. In addition, lessons learned and instructional activities will be shared and the audience will have an opportunity to engage in discussion with some of the participating instructors.