My name is Joanna Wylie and I am a research assistant in the CDL Lab. On October 24th, I had an especially exciting day when we welcomed Professor Michael Thomas, a Professor of Cognitive Neuroscience and the Director of the Centre for Educational Neuroscience at Birkbeck, University of London, to the lab. He visited UCD to give a guest talk on The Role of Neuroscience in Transforming Education, and the day was packed with learning, presenting, and connecting.
I was given the opportunity to present the project I've been working on—the Junior Engineering Development Initiative (JEDI)—to Professor Thomas and my CDL colleagues. Admittedly, I was nervous at first! But thanks to Katie's guidance and support, those nerves turned into excitement. Presenting JEDI to Professor Thomas and the lab was not only a valuable experience for my development as a researcher but also incredibly fulfilling. It gave me a front-row seat to the rich discussions and collaborative thinking that takes place designing a research study. Up to this point, my research experience had largely been a solo endeavour, mostly through my thesis work, so getting to see the dynamics of a research team in action was eye-opening.
During the session, I also had the pleasure of listening to my colleague and PhD student, Shannon Rosbotham, who presented plans for a study on spatial and math ability in different SES groups. Her project was fascinating, and it was amazing to watch the brainstorming process as she and the team discussed ways to refine her study design.
In his talk, The Role of Neuroscience in Transforming Education, Prof. Thomas shared insights into creating practical interventions that support teachers and students in the classroom. He emphasized the importance of collaboration between researchers and educators, discussing how developing a “researcher mindset” among teachers can deepen the impact of neuroscience on education. It was inspiring to hear about his vision for creating meaningful, real-world educational supports that can adapt to the needs of both teachers and students. It struck a chord with me because it underscores a key goal in educational neuroscience: bringing scientific research to life in ways that make a lasting difference in the classroom.
After the talk, during refreshments, I got the privilege of chatting informally with Professor Thomas about his research. His passion and commitment to advancing education through neuroscience were truly inspiring, and I felt grateful to be part of a lab that values these interactions.
Reflecting on the day, I’m left with a sense of pride and privilege. Being a part of the CDL Lab means not only contributing to impactful research but also getting to connect with other researchers in the fields of neuroscience and cognitive psychology. Days like this reinforce the importance of this research and the real-world impact it can have. It’s rewarding to know I’m part of a larger mission aimed at expanding our understanding of learning and developing meaningful ways to support it.
Joanna Wylie November 2024
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