Changing Our Brains: Transforming a Traditional View of Scholarship and Teaching

The purpose of this essay is to capture, in its earliest stages, the influence that formal recognition of Boyer’s multiple domains of scholarship within faculty evaluation standards had on a select group of colleagues within a disciplinary diverse academic unit at a mid-sized, comprehensive university. A process is described whereby the combination of a book discussion group, a newly approved faculty contract recognizing Boyer’s multiple domains, and a genuine commitment from a disciplinary diverse group of colleagues to the academic mission of the unit, resulted in a transformation in attitudes toward scholarship and teaching. Scholarship of teaching and learning was viewed as the key element leading to the formation of a team approach to a scholarship of teaching and learning project within a group that had traditionally pursued research separate from instruction, and individually rather than collectively

Changing our brains and minds: exploring the effects of individual differences in bilingual language experience on brain structure, function, and cognition

Current research suggests that bilingualism affects both the structure of the brain and several cognitive processes. However, few studies have specifically examined effects of individual differences in bilingual language use on domain-general control processes and their neural correlates. This thesis project assesses the hypothesis that specific language use factors within the bilingual experience will alter neural activity and plasticity in regions implicated in language/executive control. Three studies are run. The first study is longitudinal, examining effects of long-term linguistic immersion on neural plasticity in highly proficient non-native (L2) speakers of English. Data from this study shows adaptations in brain structure related to increased efficiency of language processing and control and modulated by the length of L2 use prior to the study. The second and third studies are cross-sectional, examining effects of specific language use factors on 1) neural structure and intrinsic functional connectivity and 2) performance and neural activation patterns on executive function tasks. Factors related to duration of L2 use correlate to neurocognitive adaptations suggesting increased efficiency in language control. Factors related to extent of L2 use correlate to neurocognitive adaptations suggesting increased language control demands. Considered together, the data suggest that the brain constantly strives to be maximally effective and efficient in language processing control, which in turn affects domain-general cognitive processes. Crucially, the data highlight the necessity of considering specific, individual language experiences in assessing neurocognitive effects of bilingualism

Social media and self-control: The vices and virtues of attention

Self-control, the capacity to resist temptations and pursue longer-term goals over immediate gratifications, is crucial in determining the overall shape of our lives, and thereby in our ability to shape our identities. As it turns out, this capacity is intimately linked with our ability to control the direction of our attention. This raises the worry that perhaps social media are making us more easily distracted people, and therefore less able to exercise self-control. Is this so? And is it necessarily a bad thing? This paper analyzes the nature of attention, its vices and virtues, and what currently available evidence has to say about the effects of social media on attention and self-control. The pattern that seems to be emerging is that, although there is an association between higher use of social media and lower attentional control, we do not yet know whether it is social media use that makes people more distracted, or whether those who use social media the most do so because they are more easily distracted. Either way, the rise of the ‘Web 2.0’ does raise questions about whether the virtues of attention will change in the future, and whether this will bring with it a transformation in the way we shape our selves

Learning to love web science – a Davos debate

Put the words ‘web’ and ‘science’ into the same sentence and I am afraid my Humanities-riddled mind starts to wander. Yes, of course, I am in awe of Internet Technology but I don’t really care how it works. So how come my Friday night session with the geeks in Davos turned into one of the most fascinating exchanges of the week

The affect of technology in our brain physcially and mentally

1.1 Background During the past decades, digital technology has transformed our daily lives. People of every age are now taking advantage of the vast amount of available online information and communication platforms that connect them with others. Technology helps us to generate stores and process enormous amounts of information and interact with each other rapidly and efficiently. The staggering advancement in the world of technology is becoming a big part of the brain development process physically and psychologically. It has a special role in developing children\u27s and adult brains and affecting their ways to make decisions. This study is to explain, that digital technology use has a significant impact both negative and positive on brain function and behavior. Most adults use the internet daily, and nearly one out of four reports being online most of the time. Neuroscientists have begun focusing their attention on how digital technology may be changing our brains and behavior. 1.2 Audience Scenario and Technicality Level The primary audience for this paper will be the tech companies and the Parents of the children. The tech companies are one of the primary audiences because with this report they are going to make changes in their programs, so it is less harmful to the people that use their technology. As the new generation evolves into technology, the parents most likely find it interesting how they can protect their kids from technology. The technical level for this report is semi-technical because it goes more depth explaining the pros and cons of technology affecting brain development. Focus Group question 1. What does technology mean to you? Is technology developing faster than it used to? Are you worried about being left behind? How much time do you spend online each week? Can you a whole day without technology? Do you get headaches from having too much screen time? Now, remember the time when you did not have the technology, What was it like back then? Do you use app for everything? Including things that you do in your daily life. Do you find technology complicated? Some people prefer to live with less technology in their lives. Can you understand the desire to live a simpler life? These nine sets of questions were asked to people from age 6 – to 55. The focus group was done with ten people, and they were all informed that their answers will be used to draft this technical report. Out of ten, seven people said that they cannot live without technology. Technology has become a part of their lifestyle, especially during the covid-19 were interacting with people was difficult to face to face. They adopted the usage of technology throughout and the staggering rate of usage of technology happened during the covid-19 season. They also reported that too much technology usage has caused them headaches, and blurry visions. 1.3 Method of inquiry – Type of Report, Chunking Choices, and Narrowed Thesis Question The type of report is Pros and cons. This type of report will provide information about the engagement on how technology affects brain development positively and negatively. Technology has transformed our world and resulted in the brain development process physically and psychologically. Advanced technology has positive and negative outcomes on the development of the human brain. How can the transition for children and adults to modern technology be more efficient and not harmful

Interconnected or disconnected? Promotion of mental health and prevention of mental disorder in the digital age

To date there have been few peer-reviewed studies on the feasibility, acceptability and effectiveness of digital technologies for mental health promotion and disorder prevention. Any evaluation of these evolving technologies is complicated by a lack of understanding about the specific risks and possible benefits of the many forms of internet use on mental health. To adequately meet the mental health needs of today's society, psychiatry must engage in rigorous assessment of the impact of digital technologies

Introduction : brain science : inside out

BRAIN – remains as the most sophisticated organ in the known universe. While more has been learned about it in the past two hundred years, we are still at a very early stage in our understanding. The field of Neuroscience is still in its infancy, but is rapidly exploding – turning many yesterday’s brain “myth” to today’s brain “facts”