“. . .optimizing instruction will require unintuitive innovations in how the conditions of instruction are structured.”
-Drs. Bjork and Bjork,
Research Psychologists, UCLA

Why in the world should an ex high school music teacher be giving professional development to your academic faculty? The answer to that is pretty involved. So much so that I published an article on it, “Why Music Education Matters in Academics, it May Not Be What You Think,” in a teaching journal.

The short answer is that there are no B+’s in the music. You either do it, or you don’t – pass/fail. This seems like a black art to some and they may use the word talent to describe the students who do this. Ask any experienced pre-college music teacher about that and they will tell you ‘talent’ has nothing to do with it. It is a matter of following the training regimen put before them with a particular focus and repetition, and that is how we get good at anything. See an extensive handout here.

It is rare for students to figure out how to do this on their own in academics. The few that do we call gifted. Anyone can do it, and I’ll show your faculty how and the cognitive and behavioral neuroscience and psychology informed by my decades teaching and applying it in the classroom, and it can be used to teach this to anyone.

Or you could just see what others are saying about it.