Journal article
Examining Awareness of Neuromyths, General Knowledge about the Brain, and Evidence-Based Practices Among Academic Advisors and Academic Support Personnel
NACADA journal, v 45(1-2), pp 2-20
May 2026
Abstract
This quantitative study is the first part of a two-year explanatory sequential project that examines professional development attended by academic advisors, academic advising administrators, faculty advisors, academic support personnel, and academic support administrators during and after the pandemic. Descriptive statistical analysis was used to identify (a) types of professional development attended, (b) awareness levels of neuromyths, general knowledge about the brain and learning, and evidence-based practices, and (c) strategies, principles, and practices recommended to students to support studying and learning. Inferential statistics were used to compare awareness levels across participants. The results revealed high levels of perceived value and interest in learning more about scientific knowledge about the brain and opportunities to increase awareness of neuromyths and evidence-based practices.
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Details
- Title
- Examining Awareness of Neuromyths, General Knowledge about the Brain, and Evidence-Based Practices Among Academic Advisors and Academic Support Personnel
- Creators
- Kristen Betts - Drexel UniversityTamara Galoyan - Massachusetts Institute of TechnologyMariette Fourie - University of the Western CapeTina Marie Coolidge - Drexel UniversityMichelle Spina - Drexel UniversityRebecca Signore - Drexel UniversityRebecca Weidensaul - Drexel UniversityValdijah Ambrose-Brown - Thaddeus Stevens College of TechnologyConstance Lyttle - Drexel UniversityEllana Black - Drexel University
- Publication Details
- NACADA journal, v 45(1-2), pp 2-20
- Publisher
- NACADA: The Global Community for Academic Advising
- Number of pages
- 19
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Other Identifier
- 991022180789404721