Neuromyths, commonly held misconceptions about the relationship between the brain and educational practices, negatively affect students’ learning. In this presentation, Drs. Chris Cain and Ben Van Dyke will explore prevalent neuromyths that have permeated the educational sphere and shed light on their potential impacts on teaching and learning. Using an evidence-based approach, they will debunk common neuromyths and explore their implications for educators, students, and support staff to ensure we are making informed decisions that enhance and contribute to more effective outcomes for all students.

Resources from the event:

• Slides (pdf)
• Recording
• The Persistence of Neuromyths in the Educational Settings: A Systematic Review

Funded by the National Science Foundation (NSF) ADVANCE Program, Award #2304868 aims to address the significant challenge of hiring and retaining women and underrepresented minorities in STEM faculty positions, particularly at small rural institutions in the Appalachian region. As a non-profit consortium of 33 private four-year liberal arts institutions, the Appalachian College Association (ACA) serves Appalachian communities through the transformational work of its faculty, staff, and students. The National Science Foundation’s ADVANCE program is aimed at increasing the participation and advancement of women in academic science and engineering careers, thereby developing a more diverse science and engineering workforce. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the views of the NSF.