The next Mind, Brain, and Teaching cohort will begin Online Fall 2015. The Mind, Brain, and Teaching Graduate Certificate will not be offered during the 2014-15 Academic year.
The 15-credit graduate certificate in Mind, Brain, and Teaching is designed for PK-16 teachers, administrators, and student support personnel who seek to explore how research in the cognitive and neurosciences has the potential to inform the field of education. Courses will promote integration of diverse disciplines that investigate human learning and development.
The certificate builds upon basic and applied research from the fields of cognitive science, psychology and brain science, neurology, neuroscience, and education. It will provide educators with knowledge of cognitive development and how emerging research in the brain sciences can inform educational practices and policies.
See profile of Dr. Mariale Hardiman's Brain-Targeted Teaching Model
Frequently Asked Questions
Program Goals and Outcomes
Requirements (15 credits)
887.615 Explorations in Mind, Brain, and Teaching
During the past decade the cognitive and neurological sciences have produced a vast frontier of knowledge on how the brain processes, stores, and retrieves information. Educators have increasingly recognized a role as consumers of this emerging knowledge. Participants in the course will review this research, examining how it intersects with the correlates of a model of research-based effective teaching including the teaching of the arts across content areas. Topics of study will include the brain’s memory systems, the impact of emotions on learning, the processes involved in higher order thinking and learning, and issues related to child development. Participants will apply course studies to the creation of learning units that emphasize application of knowledge and the integration of the arts.
887.616 Fundamentals of Cognitive Development
This introductory course surveys theoretical and empirical work in the study of cognitive development. A variety of methodological approaches are addressed, with a focus on cognitive processes related to learning. The course proceeds from behaviorist, cognitivist, and sociocultural perspectives of the early and mid- 20th century to recent and ongoing research in the neuro- and cognitive sciences. Topics include the development of language, motivation, and intelligence, as well as the acquisition of skills and concepts related to mathematics, reading, writing, and problem-solving. Implications for education are considered. Note: EdD students will apply these theories and frameworks as they begin to construct a literature review to inform their Problem of Practice project.
887.617 Neurobiology of Learning Differences
This course is intended to prepare educators with information about how differences and disabilities in brain development impact the abilities of school aged children and adolescents to participate in instructional activities. Particular attention is given to autism spectrum disorder (ASD), specific learning disabilities (SLD), attention deficit disorder and attention deficit disorder with hyperactivity (ADD and ADHD), and psychiatric disorders that are found in the constellation of disabling conditions identified as emotional disturbance (ED). The course will include case studies of students with each disabling condition, with a focus on how the disability affects learning, the current status of imaging technologies, and the current uses of medications for assisting students in school settings. Students taking this course will review research and link information from lecture to the creation of an instructional unit demonstrating knowledge of how a disabling condition can be accommodated in school. Note: EdD students will apply these theories and frameworks as they begin to construct a literature review to inform their Problem of Practice project.
887.618 Cognitive Processes of Literacy & Numeracy
This course is designed to offer students an opportunity to study, discuss and explore aspects of brain function that influences learning, remembering, and utilizing textual and numeric concepts. The inter-relationship of developmental factors, prior knowledge, instructional design and implementation, and assessment mandates will be investigated and discussed. Current research, differentiated strategies, technologies and the impact of disabilities will be included.Note: EdD students will apply these perspectives to the exploration of their Problem of Practice as they continue constructing their literature review.
887.619 Special Topics in Brain Sciences
Emotion, Memory, and Attention- This capstone course addresses specific topics in brain research and encourages the participants to apply research to inform instructional practices.Note: EdD students will apply these theories and frameworks as they begin to construct a literature review to inform their Problem of Practice project.
The information below includes program-related disclosures provided pursuant to federal regulations issued by the United States Department of Education on October 29, 2010, required for title IV eligible certificate programs that lead to gainful employment in a recognized occupation.
1. CIP Code: 42.2806 Educational Psychology
2. Credential Level: Post-Baccalaureate Certificate
3. Program Length
a. Credits: 15
b. Weeks: 45
4. Occupations, by name and SOC Code, for which the program prepares
students, including links to O*NET occupational profiles:
a. Tuition & Fees: $10,155 (face-to-face format); $12,480 (online format)
b. Books & Supplies (if not included in tuition/fees): $750
c. Room & Board (if applicable): Not Applicable
6. On-time Completion Rate (2011-12)*: 23%
7. Job Placement Rate: Not Applicable
8. Median Loan Debt upon Program Completion (2011-12): $0
a. Title IV debt: $0
b. Private Educational Loan debt: $0
c. Institutional Financing debt: Not Applicable
*Please note that the on-time completion rate figure shown here is calculated using a set formula (based on guidelines provided by the US Department of Education). The Mind, Brain and Teaching certificate program follows a cohort model that falls outside the standard program length formula used above for calculating a program’s on-time completion rate.