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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Seegers, Adrienne"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ella Benson","Laura Bertonazzi","Brandon Price"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-01T07:00:00Z","date_published":"2020-04-01T07:00:00Z","updated_at":"2026-07-24T05:21:27Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/289","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ella Benson","Laura Bertonazzi","Brandon Price"]},{"key":"dc:creator","label":"Author","values":["Seegers, Adrienne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/289"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Brain-Targeted Teaching As A Tool To Facilitate Implementing Mind Brain And Education Science Into Community College Pedagogy"]}]}],"canonical_facts":{"dc:contributor":["Ella Benson","Laura Bertonazzi","Brandon Price"],"dc:creator":["Seegers, Adrienne"],"dc:date.available":["2020-05-07T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://dune.une.edu/theses/289"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"dc:title":["Brain-Targeted Teaching As A Tool To Facilitate Implementing Mind Brain And Education Science Into Community College Pedagogy"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:27Z"}