neuroscience in education course

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Ph.D. Program in Educational Neuroscience (PEN)

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The Ph.D. Program in Educational Neuroscience (PEN) was founded at Gallaudet University by Dr. Laura-Ann Petitto and Dr. Melissa Herzig.

Students in our pioneering PEN program gain state-of-the-art Cognitive Neuroscience training in how humans learn, with a special strength in the neuroplasticity of visually guided learning processes. While Cognitive Neuroscience includes studies of learning and higher cognitive processes across the lifespan, its sister discipline, Educational Neuroscience, includes intensive study of five core domains that are crucial in early childhood learning, including language and bilingualism, reading and literacy, math and numeracy, science and critical thinking (higher cognition), social and emotional learning, and includes study of action and visual processing. PEN students become expert in one of the world’s cutting-edge neuroimaging methods in the discipline of Cognitive Neuroscience (e.g., fNIRS, EEG, fMRI, and beyond), study Neuroethics, gain strong critical analysis and reasoning skills in science, and develop expertise in one of the core content areas of learning identified above. While becoming experts in both contemporary neuroimaging and behavioral experimental science, students also learn powerful, meaningful, and principled ways that science can be translated for the benefit of education and society today.

This doctoral program is a research-focused program where students develop a specific research focus, conducting supervised research within their mentor’s lab as well as developing their own lines of research through independent research projects. Students accepted into the program receive four years of funding as follows: tuition scholarship for up to the domestic rate + $25,200 annual stipend + health insurance option.

Our students benefit from access to an in-house, research-dedicated neuroimaging facility in the Brain and Language Laboratory for Neuroimaging (BL2), founded and directed by Professor Laura-Ann Petitto. Here, students can also choose to become certified in one of the world’s most advanced neuroimaging technologies that is ideally suited for the study of young children and individuals across the lifespan, fNIRS (functional Near Infrared Spectroscopy). Students graduate from the program prepared to become groundbreaking scientists!

The PEN program opened its doors to the first class of Ph.D. students in Fall 2013. This is Gallaudet’s first interdisciplinary Ph.D. program and has its administrative home in Gallaudet University’s National Science Foundation Science of Learning Center, Visual Language and Visual Learning, VL2. Learn more about VL2 and its cognitive neuroscience and translational labs , all of which provide PEN students with unparalleled lab research experience and opportunities.

Application Requirements

Applicants for the Ph.D. in Educational Neuroscience must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website  for more information and a checklist of application requirements .  

Deadline to apply for this program: February 15, 2024   (Early applications will be considered)

General Application Requirements

• Official transcripts of all undergraduate or graduate study (major preferred: biology, psychology, linguistics, cognitive neuroscience, education, interpretation, hearing speech and language sciences, philosophy, or other area related to Educational Neuroscience)
• 3.2 Undergraduate GPA or higher, a 3.6 or higher GPA in the undergraduate major
• An application fee of $50
• A completed graduate school application form
• Goal statement
• Three (3) letters of reference

Program Specific Requirement:

• At least two (2) of your three (3) letters of recommendation, which are required by Gallaudet’s general application requirements, must address your potential for conducting advanced doctoral studies.
• Strong research background
• Narrative Statements – Both written English Essay and signed ASL digital “Essay”

In addition to the essay questions required in the Gallaudet Admission Application, please answer the question below in written English and in ASL (please be sure to answer all parts. Length limit: English, maximum 4 pages. ASL, maximum 5 minutes)

Explain your background research experiences, your future professional goals, and why you believe advanced graduate study specifically in the new discipline of Educational Neuroscience is the ideal course for you to achieve your goals.

• English competence to be determined by submitted written materials and by GRE scores
• ASL competence to be determined by ASL digital essay and interview (if scheduled)
• Resume detailing academic, professional, and research experience is required.
• An example of a completed written project (e.g., research report, course paper)
• An undergraduate course in basic statistics.
• You may be called for an interview with faculty from the PEN program.

Courses & Requirements

Summary of Requirements

PEN 701: First part

This course (PEN 701) serves as an introduction to foundational issues in this discipline of Educational Neuroscience. Students are required to take this course twice (fall and spring). It is organized around three to four public lectures each semester, delivered by invited speakers on themes drawn from prevailing questions and challenges in education today. Each lecture is preceded by a preparation seminar, during which students will discuss readings relevant to the lecture topic. After each lecture, students will join the invited speaker for a special discussion session, during which they will have the valuable opportunity to interact directly with researchers pursuing innovative projects in the field of Educational Neuroscience. Students can expect to gain general knowledge of topics such as language learning, reading, child development, educational assessment, educational intervention, and school, policy, and family processes associated with young children, especially young deaf visual learners. Students will also learn how contemporary brain and behavioral research may be applied in principled ways to address prevailing problems in education. All seminars and lectures will be conducted bilingually, in ASL and English.

Non-PEN students: permission of instructor.

In this course, students will learn about the world¿s most advanced neuroimaging technology, and the neurophysiological principles of measurement on which each neuroimaging technology perates. They will learn the powerful relationship between the different types of neuroimaging systems and the range of questions that they can ¿ and cannot ¿ answer. Students can expect to leave the course with critical analysis skills on which to evaluate neuroimaging claims and their relevance to children¿s learning and education¿knowledge key to the discipline of Educational Neuroscience. A laboratory component of this course will provide students with hands-on experience with functional Near Infrared Spectroscopy (fNIRS). Students will learn about neuroimaging experimental design (block vs event), neuroimaging data analyses, the ethical treatment of participants in brain studies, confidential and ethical archiving of neuroimaging data, ethical use of brain measuring equipment, and evaluate the ethical use of neuroimaging systems in society and education. Students will overall, gain expertise in the translation and interpretation of brain science to education.

Enrolled in PhD in Educational Neuroscience Program

The main objective of this two-part course, Foundations of Educational Neuroscience (fall, PEN 703 & spring, PEN 704) is to understand how the rich multidisciplinary field of Educational Neuroscience can inform science and education (and educational policy) in principled ways. In this first course PEN 703, the field's driving overarching objectives are identified: (i) to marry leading scientific discoveries about how children learn knowledge that is at the heart of early child development and schooling (e.g., language, reading, number, science, social-emotional) with core challenges in contemporary education, and to do so in principled ways through ''two-way'' communication and mutual growth between science and society; (ii) to conduct state-of-the-art behavioral and neuroimaging research that renders new knowledge that is useable, and meaningfully translatable, for the benefit of society (spanning parents, teachers, clinicians, medical practitioners, and beyond). Topics span the ethical application of science in education, neuroscience methods, and how children learn the content of their mental life, and the role of culture in learning. One major objective is for students to learn how Educational Neuroscience can provide specific advances in the education of all children, particularly young deaf children. Students in this course will read research articles, participate in discussions, do a small research project, and present a final paper.

Enrollment in PEN program

The field of neuroethics examines the ethical, social, and legal implications of the application of neuroscience research to society. This course begins with a view of how and why neuroscience has 'evolved' to become a dynamic force in both science and society. Students will explore how bioethics has become a critical dimension of any/all consideration of scientific advancement, particularly in light of modern scientific, research and medical ethics, and as a consequence , of socio-political trends and influences. From this, the field and practice of neuroethics will be addressed and discussed, with relevance to the ways that progress in neuroscience compels and sustains both the issues and dilemmas that arise in and from neuroscientific and neurotechnological research and its applications, and the importance of acknowledging and addressing the ethical basis and resolutions of such issues. An overview of specific frontier areas of neuroscience and technology will be explored, including core topics that involve Educational Neuroscience, with a special emphasis on (a) the extent and scope of new knowledge and capability that such developments afford to impact the human condition, and (b) key ethical concerns that are incurred by such neuroscientific and neurotechnological process. Paradigms for neuroethical, legal, and social probity, safety and surety, and a putative ''precautionary process'' will be explored. The ethical implications of the application of neuroscience research to special and diverse populations of individuals will be of great salience in our discussions.

Discussion of the theory and applications of inferential statistics, including sampling, estimation, confidence intervals, inferences, effect sizes and hypothesis testing as well as descriptive statistics, validity and reliability. Specific statistical techniques such as t tests, Chi Square, one way and factorial analyses of variance, correlations, simple and multiple regression as well as an introduction to trend analysis will be presented. Lab experiences in using SPSS or similar computer programs for analyzing data will be provided. Evaluations of statistical methods used in published research will be discussed.

PEN 701: Second Part

The main objective of this two-part course, Foundations of Educational Neuroscience (fall, PEN 703 & spring, PEN 704) is to understand how the rich multidisciplinary field of Educational Neuroscience can inform science and education (and educational policy) in principled ways. In this second course PEN 705, we draw scientific advances from the field and from the National Science Foundation, Science of Learning Center, Visual Language and Visual Learning, ''VL2'' at Gallaudet University. Topics span the impact of early brain plasticity of the visual systems and visual processing on higher cognition, early social visual engagement and literacy learning, the role of gestures in learning, early sign language exposure and its facilitative impact on language learning, the bilingual brain, the surprising role of ''Visual Phonology'' in early reading, and innovations in two-way educational translation uniting science and research. One major objective is for students to learn how Educational Neuroscience can provide specific advances in the education of all children, particularly young deaf children. Students in this course will read research articles, participate in discussions, do a small research project, and present a final paper.

PEN 703 and enrollment in PEN program.

The purpose of this second course in statistics is to develop specific concepts and techniques to conduct basic inferential statistical analysis. The course emphasizes application skills, i.e., the ability to fit the appropriate analysis to a particular data set. Students will learn to conduct and interpret the most often used inferential tests for research and evaluation projects. Computer software will be used to complement course work and analysis.

EDU 720 or equivalent and EDU 801 or equivalent

In this first of two research laboratory rotation courses (PEN 700), students gain intensive Educational / Cognitive Neuroscience laboratory research experience at a partnership university during the summers after their first and second years in the PEN doctoral program, devoting special attention to the lab's scientific questions, hypotheses, and methods. Students will become familiar with the set of research questions guiding the laboratory's research, understand how the questions have been approached in the laboratory setting and represented as research hypotheses, gain hands-on experience in the technical aspects of data collection and analysis in the lab, and study how the lab's current work adds to the previous findings of the lab and the discipline. Students will also consider the principled application of the lab's research activities to the improvement of education and society, although this topic will become a major focus of the second rotation of the following summer. Students will focus their final paper and presentation on demonstrating their knowledge of the research process in the visited lab from theory to hypothesis to research design to analysis to interpretation.

PEN 705, enrollment in PEN program, and CITI Responsible Conduct of Research (RCR) certification

Core Elective Course: INT 830 or LIN 510 or EDU 860

In this first of three-part sequence of intensive guided study courses (in class discussions and field experiences), Guided Studies (I): Translation (PEN 801), students advance their knowledge in making ''two-way'' connections between basic research discoveries and educational translation, with a special focus on building students' understanding of the priorities, prevailing issues, translational challenges, and translational successes that are of looming importance in education today. Students will interact with educational personnel, parents, and deaf and hard of hearing children in the greater Washington area (for example, the Laurent Clerc National Deaf Educational Center administrators, teachers, children, and parents). The PEN student will gain new knowledge spanning K-12 educational settings, understand the many processes involved in going from translational research outcomes to and educational policy change, and gain specific and crucial new knowledge about the education of the young deaf visual learner. On-site oversight of the student will occur through close, mutually rewarding collaboration with members of the school. Both a written paper on the topic of translational research as well as a presentation of this paper to the student's PEN Program Committee, will comprise the student's first-year Preliminary Exams, which will occur at the end of this course.

All first year PEN required coursework

Note: Core elective course (advanced statistics) at Gallaudet University or consortium university

In this second of a three-part sequence of intensive guided study courses (in classroom and field experience), Guided Studies (II): Research (PEN 802), students advance their knowledge and critical analysis of the scientific process through active participation in and completion of a small research project. The course will involve a field experience assignment in a PEN lab at Gallaudet. The student will be further assigned to a subset of previously collected data from the lab on which students will be trained to analyze. The hands-on experience will involve the writing of a final research report in APA Journal Article format that includes articulation of the central question in Educational Neuroscience that the lab's study addresses (including theoretical significance, rationale, hypotheses, related predictions), the design of the mini study using the already collected data, articulation of the methods, data analyses, and findings, and discussion of the scientific and translational implications. This field experience will also include the student's writing of an IRB application, as well as a final presentation. In addition, both the written and presentation components will also constitute the student's Qualifying Examinations, which are scheduled separately at the end of this course with the student's PEN PhD Program Committee. After successful completion of Qualifying Examination, the student may petition to advance to candidacy in this program.

In this second of two research laboratory rotation courses (PEN 710), students gain intensive Educational/Cognitive Neuroscience laboratory research experience at a partnership university during the summers after their first and second years in the PEN doctoral program, devoting special attention to the lab's translational impact. Students will become familiar with the set of research questions guiding the laboratory's research, understand how the questions have been approached in the laboratory setting and represented as research hypotheses, gain hands-on experience in the technical aspects of data collection and analysis in the lab, and study how the lab's current work adds to the previous findings of the lab. Students will especially consider the principled application of the lab's research activities to the improvement of education and society, which will be a topic of major focus in this second lab rotation course. Students will focus their final paper and presentation on demonstrating their knowledge of the research process in the visited lab from theory to hypothesis, to research design, to analysis and interpretation, and, to its important translational impact.

This seminar is a pre-requisite for PhD students in the HSLS PhD Program who will be enrolled in a Practicum in University Instruction the following Spring semester. Students in this seminar become familiar with trends and issues in higher education instruction and supervision of interns in higher education Audiology and SLP programs.

Matriculation as a HSLS Ph.D. student

In this third of a three-part sequence of intensive guided study courses (in class and field experience), Guided Studies (III): Theory (PEN 803), students advance their knowledge knowledge, critical analysis, and independent scholarship in one select domain of Educational Neuroscience of the student's choice. Through a combination of course work and field experience as independent library scholarship, students will advance to writing a paper in research grant proposal format in which they identify a research question of important contemporary scientific and educational significance in Educational Neuroscience, along with an in depth and detailed literature review. The student will also provide a presentation of this work at the end of the course. In addition, the grant proposal and presentation constitute the student's Comprehensive Examination, and is also separately presented at the end of the semester to the student's Comprehensive Examination Committee.

The exciting and timely discipline called Educational Neuroscience provides an important level of analysis for addressing today's core problems in education. Advanced doctoral students in Gallaudet University's PhD Program in Educational Neuroscience (PEN) have studied the empirical foundations and methods from which the discipline draws its strength, in particular, Cognitive Neuroscience. Advanced doctoral students have also gained new knowledge into the optimal ways to marry scientific discoveries about how children learn with core challenges in contemporary education-crucially, in principled ways, and with ''two-way'' communication and mutual growth to render knowledge that is usable, and meaningfully translatable for all children, especially for the young deaf visual learner. Armed with this powerful knowledge - and after having completed the Comprehensive Exam for the purpose of developing their dissertation proposal - the PEN doctoral student is now ready to advance ''full speed ahead'' in his or her doctoral dissertation research, the writing of the doctoral dissertation, and, ultimately, the defense of the written doctoral dissertation. The purpose of this course is to facilitate students through these important steps. The culmination of these steps will be the ''oral'' dissertation proposal and defense of the dissertation.

Summer III (if needed)

Summer IV (if needed)

Information

Ph.d. in educational neuroscience requirements.

Completed application form. See Application Instructions to learn how. A non-refundable application fee of $75. Official transcripts of all undergraduate study, including evidence of having received a bachelor's degree from an accredited university. (Those applying during their final undergraduate year will be required to submit...

May 1, 2024

PEN student wins NSF graduate research fellowship award to research language anxiety

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Graduate Coursework

Professional Certificate in Educational Neuroscience

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• Course code:   PR-EDNEURO

Course overview

Explore the science of learning and how the brain works with the Professional Certificate in Educational Neuroscience. You’ll examine how this emerging and exciting field can be successfully translated to improve classroom teaching and learning.

You’ll gain a broad understanding of the scientific method behind the design, delivery and evaluation of learning interventions, along with the brain and behavioural mechanisms which underpin learning.

This cutting edge course is built around the work of national and international leaders in the fields of neuroscience, psychology, educational science, and philosophy.

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• Master of Education in Mind, Brain, and Education

Complete your graduate degree with the flexibility of our 100% online classes.

No GRE or GMAT required for unconditional admission for most students.

Help pay for your degree and apply for competitive scholarships and grants, including the Steffen Palko Endowed Graduate Fellowship at UTA.

View the UTA Tuition Estimator for an estimation of the program cost.

Future Students Start Here

Our 100% online Master of Education in Mind, Brain, and Education integrates research in the cognitive and neurosciences and education along with classroom practice to develop more effective teaching methods, as well as a deeper understanding of how to support life-long learning. The degree program focuses on the potential and limits of cognitive neuroscience in education and the central role educators can play in shaping research agendas in this unique and growing field of education.

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How to Apply

The M.Ed. in Mind, Brain, and Education (MBE) is a 30-credit hours, non-thesis, 100% online degree program. 

The degree integrates research in cognitive and educational psychology as well as neuroscience to identify effective teaching methods as well as gain a deeper understanding of learning. The degree is a 30-hour, non-thesis, non-certification program, focused on integrating cognitive science, neuroscience, and education to challenge and inform pedagogy. The program focuses on the potential and limits of cognitive neuroscience in education and the central role educators can play in shaping research agendas in MBE. Graduates serve their community and the field by completing projects during coursework. Students complete seven required courses (21 credits) and choose three additional elective courses approved by the program director (9 credits).

The M.Ed. in Mind, Brain, and Education is a master's degree program only and does not lead to initial teacher certification. Individuals interested in obtaining teacher certification of licensure should consider our  Initial Teacher Certification  program, our  M.Ed. in Teaching with certification , or our  M.Ed. in Special Education with certification . 

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The master's degree required 30 credit hours and can be completed in as few as 4 semesters or approximately 1.5 years.

Most students complete the program in 5 semesters or 2 years. 

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Please note that the cost can vary by student in relation to that student's individual circumstances. Additional fees may apply.

For the best approximation of your school costs for tuition and fees, visit the UTA Tuition Estimator .

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UTA offers competitive funding options, including the Steffen F. Palko Endowed Graduate Fellowship . For more, view our Scholarships and Paying for School  page.

UTA employees may be eligible to use the Employee Tuition Affordability Program to help pay for school. Details are online . 

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Admissions requirements can be found on the Official Catalog .

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In addition to training and shaping the next generation of teachers and education policy makers, College of Education faculty have and continue to make enormous contributions to our understanding of education practice and policy. Visit our Office of Research webpage  to learn more.

M.Ed. in Mind, Brain, and Education, 2022 Graduate

The Mind, Brain, and Education program taught me how to seek out research to support instructional practices and how to apply the research to current situations in the classroom. I now feel empowered to seek out new research, have discussions and think critically about what practices are being put in place.

Student Testimonial

Shawn Strout

I teach in higher education and received minimal pedagogical training in my doctoral work. I want to move away from the "sage on the stage" model to models that engage student learning more fully. My long-term goal is to train other teachers in my field. I intend to offer training for my colleagues here at my seminary but also may expand into educational consulting in theological education.

M.Ed. in Mind, Brain, and Education

Explore how our 100% online Master of Education in Mind, Brain, and Education, will develop your understanding and expertise of human cognition and learning from neurological and psychological perspectives.

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Applying after the priority date? Admissions applications are welcome at any time. However, for priority consideration, apply by the priority date.

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*The Hispanic Serving Leadership Preparation Graduate Certificate does not offer summer admission.

Official Catalog: Admissions Requirements & Important Information

View the  UTA Official Catalog  for admissions requirements and details about probationary admission, deferred admission, and more for the following programs. 

• M.Ed. or Certificate in Instructional and Learning Design Technology
• M.Ed. in Curriculum and Instruction - Open Options 
• M.Ed. in Mind, Brain, and Education 
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• Initial Teacher Certification Only Program 
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• M.Ed. in Educational Leadership and Policy Studies, with Higher Education Administration Emphasis 
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• B.A. to Ph.D. Track in Educational Leadership and Policy Studies
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Applicants seeking admission must submit two recommendation forms. Please wait until you have your 10-digit, UTA student ID number to submit recommendation forms.

For online programs:

The required Recommendation Form is available for download here . 

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The required*  Recommendation Form is available for download here.

The Hispanic Serving Leadership Preparation Graduate Certification does not require a recommendation form at this time. 

International Students

Some applicants, such as international students, may have additional admissions requirements* and/or program** limitations.

English Language Test Score Requirements

UTA accepts TOEFL* or IELTS or Duolingo. If your native language is not English, you must demonstrate a sufficient level of skill with the English language to assure success in graduate studies. You are required to submit official test score reports directly from the testing agency unless you hold a bachelor's or master's degree from an accredited U.S institution.

You are required to submit an official test score report sent directly from the testing agency. UTA's ETS institutional code is 6013.

*Certification programs only accept TOEFL due to Texas Education Agency requirements. 

View test score requirements online . 

Additional Resources

• International Student Checklist .
• UTA International Admissions . 
• Office of International Education .
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• UTA Official Catalog . 

Have additional questions?

Email UTA's international office at [email protected] .

*The resources provided here are for informational purposes. Please review the Official Catalog for official information. 

**The M.Ed. in Mind, Brain, and Education is not eligible for international students at this time.

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Admission Information

Course of study.

The following are requirements for the M.Ed. in Mind, Brain, and Education Total 30 hours, including:

• 7 Core Course Requirements: 21 Hours
• 3 Electives: 9 hours
• Non-Thesis (no thesis is required for this degree program)
• 100% Online in a traditional, semester-based format with a mix of synchronous and asynchronous classes

Core Courses

Core course requirements.

View the Graduate Catalog

Faculty courses.

Dr. Daniel Robinson (program director), EDUC 5360, 5366

Dr. Jodi  Tommerdahl , EDUC 5361, 5362, and 5363

Dr. Amanda Olsen, EDUC 5367, 5368

Find Your Graduate Advisors

Stephen rowe.

Graduate Academic Advisor

Book a Virtual Appointment with Me

Email: [email protected]

Phone #: 817-272-2956

Office: Hammond Hall 132

Office Hours

8 a.m. - 5 p.m.

Brittany Stein

Program Coordinator

Dr. daniel robinson.

Mind, Brain and Education Endowed Professor

Professor, Learning Science

Email: [email protected]

Phone #: 817-272-0116

Office: Hammond Hall 504

Research Interests: Learning and technology: Dr. Daniel Robinson is the K-16 Mind, Brain, and Education Endowed Chair in the College of Education. He previously served as the Associate Dean of Research, Chair of the Department of Curriculum and Instruction at UTA from 2017-2020 and Director of the School of Education at Colorado State University from 2012-2013. As a faculty member, he has taught at Mississippi State University (1993-1997), the University of South Dakota (1997-1998), the University of Louisville (1998-1999), the University of Texas at Austin (1999-2012), and Colorado State University (2012-2015). Dan served as Editor of Educational Psychology Review from 2006-2015 and as Associate Editor of the Journal of Educational Psychology from 2014-2020. He has also served as an editorial board member of nine refereed international journals. Dan has published over 100 articles, books, and book chapters, presented over 100 papers at research conferences, and taught over 100 college courses. His research interests include educational technology innovations that may facilitate learning and team-based approaches to learning. He was a Visiting Fulbright Scholar, Victoria University, Wellington, New Zealand and was named as one of the most published authors in educational psychology journals from 1991-2002, 2003-2008, and 2009-2014, Contemporary Educational Psychology, 2004, 2010, 2015.

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Education Advising

Hammond Hall 132 Box 19227, 701 Planetarium Place Advising Emails Undergraduate Students: [email protected] Graduate In-Person Programs: [email protected] Graduate Online Programs: [email protected]

817-272-2956

General College Contacts

5th Floor, Hammond Hall, 701 Planetarium Place Box 19227, Arlington, TX 76019-0227 Email Addresses General Email: [email protected] Office of Educational Certification: [email protected] Office of Educational Field Experiences: [email protected] Phone

817-272-2591

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Educational Neuroscience MSc

London, Bloomsbury

Offered jointly by IOE, UCL’s Faculty of Education and Society and Birkbeck, the Master's in Educational Neuroscience will introduce students to the methods and findings from the emerging field of educational neuroscience. It will develop their understanding of key issues in educational neuroscience and the application of neuroscience to education, and provide the opportunity for them to undertake research in educational neuroscience.

We offer different module combinations to give you the choice of studying for an MA or MSc

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

For information about application dates for this programme please visit Birkbeck, University of London .

• Entry requirements

A good degree (a second-class UK Bachelor’s degree or above) in psychology, social science, cognitive science, speech/communication science, neuroscience or related disciplines. Applicants with a good undergraduate or postgraduate degree in education but no previous background in psychology or science will be required to complete the Certificate of Higher Education in Psychology (which covers psychology, neuroscience, and research methods) before applying for the MSc/MA Educational Neuroscience. Ideally students should have a background in both cognitive neuroscience and education. Relevant practical and professional experience may also be considered on a case-by-case basis.

The English language level for this programme is: Special Requirement of 7.0 in IELTS with 6.5 in each subtest and at least 7.0 in writing.

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October. Please contact Birkbeck for further information.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The MA/MSc Educational Neuroscience will develop students' understanding of research processes and give them the opportunity to be taught by staff with a wide range of expertise in psychology of education and developmental cognitive neuroscience. Students will also benefit from strong links with psychological expertise in other colleges of the University of London, especially Birkbeck, with whom this is a joint award. The majority of compulsory modules will be taken at Birkbeck.

Who this course is for

This programme is suited to graduates of psychology or a related discipline (education, social science, cognitive science, speech/communication science, neuroscience) who want to progress to research careers or professional training, or to engage in professional development.

What this course will give you

The Department of Psychology and Human Development at IOE brings together staff with research and teaching interests that encompass psychological approaches to learning, development, and teaching from early childhood to adulthood.

The Centre for Educational Neuroscience (CEN) was formed in 2008 to promote applications of cognitive neuroscience within educational research, and build partnerships with professionals to translate findings into new practice. The CEN involves 30+ academic staff with expertise in developmental psychology, pedagogy and learning technologies (UCL), cognitive neuroscience and educational psychology (UCL) and developmental neuroscience and computational modelling (Birkbeck).

The CEN established the MA/MSc in Educational Neuroscience, with an intake of psychology graduates and education professionals, which feeds into an ESRC-accredited doctoral training pathway.

The foundation of your career

Students gain experience of thinking critically about how to apply scientific theories and findings to educational practice, and how to build an evidence base for education. These are crucial skills that aid career development in both the science and the education sectors.

Employability

Graduates of this programme are currently working across a broad range of areas. Some are working as research assistants, while others have jobs as teachers. Graduates can also be found continuing their studies as PhD students.

Students will have opportunities to attend research centre seminars, journal clubs and research talks.

Teaching and learning

This programme is delivered by face-to-face daytime or evening sessions and attendance may vary depending on your choice of optional modules.

Teaching strategies include various pedagogical techniques and approaches, used to facilitate learning, promote student engagement, and achieve the program's educational objectives. These include, but are not limited to: a) traditional lectures delivered by subject matter experts to present core concepts, theories, and principles; b) pre-recorded lectures to enhance flexibility and accessibility of content; c) workshops where students can apply theoretical knowledge and develop hands-on skills; d) group projects that foster teamwork and communication skills; e) self-directed study to encourage students to take responsibility for their learning through independent research and study.

This programme is assessed by essays or equivalent written work of 2000-2500 words, statistics worksheets, one research presentation and one project dissertation of approximately 10,000 words. Option modules vary in their methods of assessment.

Each 15-credit module at Birkbeck requires a notional 150 hours of study, and each 30-credit module at UCL requires a notional 300 hours of study. The majority of that study time requires students to study independently.

The programme comprises seven taught modules and a dissertation. You will be expected to attend both UCL and Birkbeck for lectures and will be granted access to both institutions’ facilities.

The taught modules on the programme are lecture-based theory modules and practical laboratory modules, designed to provide you with a firm foundation in the different topics relevant to educational neuroscience. You will take compulsory modules at Birkbeck in Genetics of Development, Developmental Cognitive Neuroscience, Advanced Quantitative Methods and Neuroimaging Methods (see the Birkbeck website  for more information), plus Issues in Educational Neuroscience at UCL. You will also take two optional modules from a selection offered by UCL (see below).

You will also be required to complete a research component. The dissertation is a research project carried out under the supervision of a member of academic staff, from either Birkbeck or UCL, who has research interests in the area of the project. For students taking the MSc, you will be required to collate and analyse statistical data for your dissertation project. For students taking the MA, you will be required to conduct a literature review for your dissertation.

If studied on a full-time basis, the programme will take place over a full calendar year. Alternatively, it can be studied part-time over two years.

The programme comprises seven taught modules and a dissertation. You will be expected to attend both UCL and Birkbeck for lectures and will be granted access to both institutions’ facilities.

The taught modules on the programme are lecture-based theory modules and practical laboratory modules, designed to provide you with a firm foundation in the different topics relevant to educational neuroscience. You will also be required to complete a research component. 

In the first year of the programme, students take the compulsory modules Genetics of Development, Developmental Cognitive Neuroscience at Birkbeck, plus Issues in Educational Neuroscience at UCL. Students also take one optional module from a selection offered by UCL (see below).

In the second year, students take the compulsory modules Advanced Quantitative Methods and Neuroimaging Methods at Birkbeck, plus one optional module from a selection offered by UCL and a dissertation. The dissertation is a research project carried out under the supervision of a member of academic staff, from either Birkbeck or UCL, who has research interests in the area of the project. For students taking the MSc, you will be required to collate and analyse statistical data for your dissertation project. For students taking the MA, you will be required to conduct a literature review for your dissertation.

For information on modules at Birkbeck, visit the Birkbeck website .

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 210 credits. Upon successful completion of 210 credits, you will be awarded an MSc in Educational Neuroscience.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Online - Open day

Graduate Open Events: Psychology and Human Development

Develop your knowledge and career in psychology education with the leading centre devoted to developmental psychology and its application in education and other real-world settings. We welcome you to book your place at our Virtual Open Event. You will meet our Programme Leaders, hear about the programmes you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all.

Fees and funding

Fees for this course.

Fees for this programme are set by and payable to Birkbeck, University of London . Programme also available on a modular (flexible) basis .

Additional costs

DBS may be required depending on the type of research undertaken for the dissertation module. The DBS application cost will be covered by UCL, but offer holders will also need to have their ID checked and verified at a Post Office, for which they will incur a charge of £15 (note, this was the fee for 2023 but may change). The offer holder is also required to arrange and pay for any overseas police check that may be necessary; costs vary by country. For more information about the DBS application process, please contact the  Admissions team .

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

Sources of funding may be available through Birkbeck .

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

When we assess your application we would like to learn:

• why you want to study Educational Neuroscience at graduate level
• why you want to study Educational Neuroscience at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Got questions? Get in touch

Psychology and Human Development

[email protected]

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Educational Neuroscience (Ph.D.)

Join a world leader in educational neuroscience and gain a better understanding of how the brain learns. Deepen knowledge about developmental, cognitive, and affective processes while contributing to the design of educational interventions and policies.

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Program Overview

Housed within the Vanderbilt Neuroscience Graduate Program , our program offers an unparalleled platform from which students can become expert in neuroscience research methods ranging from single-cell recording in primates through to functional magnetic resonance imaging in children. World-class neuroimaging facilities at the Vanderbilt University Institute for Imaging Sciences (VUIIS) combine with an array of the world's leading neuroscientists, making Vanderbilt an international hub for cutting-edge neuroscience research.

Educational Neuroscience is distinguished from traditional cognitive neuroscience by its focus on research questions that have direct educational relevance. Ideal candidates will typically be learning sciences, psychology or neuroscience graduates and will have some form of research experience. Preference will be given to students whose research interests closely align with a specific primary advisor. Faculty advisors are neuroscience training faculty affiliated with the Vanderbilt Brain Institute with a stated emphasis in educational neuroscience.

Program Structure and Requirements

Program Facts

Program Director: James Booth Education Coordinator: Ally Jacobs Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Brain Development Lab

Education and Brain Sciences Lab

Numerical Brain Lab

Multisensory Lab

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Applied Educational Neuroscience Certificate

Butler University is excited to offer the opportunity for educators, counselors, social workers and mental health practitioners to acquire a certificate in Applied Educational Neuroscience with an emphasis on Adversity/ Trauma and the Brain through a graduate, non-degree program.

Tuition for the Applied Educational Neuroscience Certificate for the 2024-2025 academic year is $580 per credit hour. Please see information below for details regarding the program and how to apply.

Applications are currently being accepted for the Applied Educational Neuroscience Certificate for the 2024-2025 academic year. The deadline to apply is May 1, 2024.

• Request More Information
• Register for the Educational Neuroscience Symposium

The Applied Educational Neuroscience (AEN) certification program is specifically designed to meet the needs of educators, social workers, counselors, mental health practitioners, parent, and anyone who sits beside our children and youth.  The certification is intended to provide graduate and post graduate students with an opportunity to become acquainted with the theoretical and empirical literature of educational neuroscience, social and affective neurosciences, adversities (individual and community) trauma and how the brain and nervous system are impacted and develop through the continuum of adversity and trauma. Trauma and adversity influence behaviors, relationships, and academic acquisition. This 9-credit hour track aligns with the Indiana Developmental Standards for educators.  The program consists of three content courses, each three credits, with the final course designed as a practicum for creating a specific project, template, or professional development within this area. The first and second course must be taken before the third practicum course as graduate non-degree and degree status. This certification specifically addresses the research, the application of the research in the areas of the brain and nervous system development, adversity and how emotional social, and cognitive development are disrupted by these adversities and trauma. The AEN certification will also deeply explore the resiliency and the post-traumatic growth mindset of brain and nervous system reparation and healing because of intentional co-regulation and connection and emotional protective factors that buffer an individual’s experiences when adversity and trauma occur. Through these experiences, we quickly form a cohort learning community. All courses are virtual through the Canvas learning management system and on Zoom. The first course includes both synchronous and asynchronous formats.  For the 2023-2024 academic year, the first course is in June. Summer Semester, 3 weeks:

• Week 1: asynchronous course work
• Week 2: synchronous online meetings, Monday through Friday via Zoom (Eastern Standard Time Zone)
• Week 3: asynchronous course work

In the first summer intensive course, we explore the research and begin applying the research in our schools, mental health practices and communities.  The second and third courses (practicum course), meet synchronous online meetings, Monday and Tuesday via Zoom (Eastern Standard Time Zone).  In the final practicum course, graduate students will design a program, template, or capstone encapsulating this certification based on personal interests, passions, and vocations. Applications are accepted beginning in January of the 2023-2024 academic year for next year’s cohort.  The deadline to apply is May 5, 2023.  Any applications submitted after this time will be considered for the following academic year. Request More Information

Required Applied Educational Neuroscience Courses

ED 455 Research, Strategies and Principles of Applied Educational Neuroscience (3 graduate credit hours)

This course provides a foundation for students to begin acquiring the knowledge and skills within a practical and professional context in order to apply the research of neuroscience, developmental psychology and pedagogy through classroom instruction, ecologies, assessments and relationships. Students will model, role play, discuss and present, as well as evaluate and problem solve. Students will study the impact of neuro-diversity and neuro-diverse climates and ecologies of K-12 students, developing understandings of how unique patterns of brain development vary as a result of neuro-diverse environments. This course is one of three courses required for completion of the certification in Applied Educational Neuroscience.

ED 456 Informed Trauma and Brain Instruction / Social and Emotional Learning  (3 graduate credit hours)

This course will focus on the effects of adversity on brain development and students’ well-being with regard to the social, emotional and cognitive health of educators and their students.  The course will explore the research, principles and strategies of educational neuroscience as it relates to brain development and trauma-informed instruction, engagement and discipline.

ED 457 Applied Neuroscience/Trauma and the Brain Integrated into Social and Emotional Learning Practicum  (3 graduate credit hours)

This course is designed as a practicum for the integration of learned research from applied educational neuroscience within the ED 455 and ED 456. Students will have the opportunity to integrate the latest research, practices, assessments and strategies into their classrooms, schools, mental health practices and other vocational settings developing workshops, programs, or educational settings that further develop the areas of applied educational neuroscience.  This course will provide feedback, reflection, whole class and individual meetings with students in their field or study and work.

Tuition for the Applied Educational Neuroscience Certificate for the 2023-2024 academic year is $580 per credit hour.  To be considered for graduate, non-degree-seeking admission to the Applied Educational Neuroscience Certificate, all applicants must complete the items listed below:

• An  application  for graduate admission sent to Admissions
• Earned a degree
• Earned more than 15 credits (undergraduate and graduate)
• Completed any program prerequisite (regardless of number of credit hours)
• Completed courses for which candidates are applying for transfer credit
• An undergraduate/graduate GPA of 3.0 or above

Transcripts Copies of official transcripts may be uploaded in the online application for application review only. Applicants who receive an offer of admission will be required at that time to submit official final transcripts issued directly from the institution(s) for verification prior to enrollment. More information is available in the  application for admission .

For more information, please contact: Dr. Lori Desautels, Program Coordinator, at 317-940-8095 or  [email protected] .

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Master of Neuroscience and Education

Domestic students course information.

Entry is based on a bachelor, graduate certificate or diploma, or bachelor with honours qualification, or overseas equivalent, or 3 years of full-time relevant professional experience. 

Entry is based on a bachelor, graduate certificate or diploma, or bachelor with honours qualification, or overseas equivalent, or 3 years of full-time relevant professional experience. English language requirements must also be met. 

• 1.5 years full-time
• Up to 6 years part-time
• 12 units ( 72 credit points) ? Open/close tooltip This is a guide to the total number of subjects for this course, which may be reduced with Advanced Standing Advanced Standing
• Commonwealth Supported Place (quotas apply) ? Open/close tooltip Commonwealth Supported Place (CSP) (Quotas Apply) An Australian Government subsidised university place, only granted where Commonwealth Supported Places are still available. UNE has a cap on the number of CSP places that can be granted for certain course types and bands. See CSP availability to check your course.
• Full Fee ? Open/close tooltip Full Fee Tuition fees for domestic students not admitted to a Commonwealth Supported Place (i.e. no available government subsidy).
• International ? Open/close tooltip International Tuition fees for international students, i.e. those not Australian or New Zealand citizens or residents.

Course information

The field of neuroscience is one of the fastest growing in human physiology, and there is increasing interest in applying neuroscience to learning processes within the educational field.

As a Master of Neuroscience and Education student at UNE, you will gain a specialised understanding of the specific neurobiological processes that underlie different kinds of behaviour within educational settings.

As you explore evidence-based research on the application of neuroscience to learning, you will be equipped with hugely valuable skills in this emerging field. Once you graduate, you may also apply for research-based higher degrees and other doctoral programs.

Why study a Master of Neuroscience and Education with UNE?

The Master of Neuroscience and Education program at UNE provides you with the opportunity to gain contemporary insights into how the brain works in educational settings.

Within a framework of educational theory and practice, you will explore the connections between the brain and human behaviour, what may go wrong in those neurobiological processes, and the ways that research and remediation may be undertaken in multi-disciplinary education settings.

With advanced subject knowledge, your skills in critical thinking, problem-solving and analysis will add value to your career in this emerging scientific field.

What makes our course different?

Whether you wish to expand on your expertise in human behaviour and learning, enhance your clinical skills within educational settings, or specialise in educational leadership, our flexible course gives you the freedom to choose your direction.

UNE's Master of Neuroscience and Education will give you the opportunity to:

• Learn from world-class researchers. In a recent Excellence in Research Australia review administered by the Australian Research Council, UNE's Research in Medical and Health Science was rated well above world standard.
• Acquire multidisciplinary skills, including exposure to research methodologies from a wide range of disciplines.
• Explore important concepts in neuroanatomy, cellular function within the brain, and how these may impact a range of human behaviours within educational settings.
• Reflect on neuroscientific research in a range of educational contexts, with a particular focus on today’s most common issues in education.
• Gain advanced skills in analysing information and evaluating evidence-based practice/research from diverse sources within educational settings.
• Study flexibly – we know that you need to balance study with family, work and other commitments. All our units are offered online, with options to study across all three trimesters Several units within the course are offered twice each year.
• Take advantage of our alternative admission pathways. For example, if you hold a relevant Graduate Certificate or Graduate Diploma in Science you may be eligible for advanced standing for units already completed, meaning that you can fast-track completion of your Master of Neuroscience and Education.

Here at UNE, we have a long tradition of providing high-quality learning experiences in neuroscience and education. UNE's postgraduate science students consistently award us the maximum 5-star rating in The Good Universities Guide for Teaching Quality and Overall Experience.

• Study online

Most of our students choose to study online across three study periods with 24/7 tutor support* and fit study around work and family commitments. Uniquely, our online students are mostly over 30 and bring valuable experience with them. They form a community of adults juggling the same challenges and priorities and who bring their life and work experience together at UNE in order to become future-fit and better respond to a rapidly changing world.

• Study on campus

Many of our students choose to take advantage of the on-campus lifestyle in Armidale, in the beautiful New England region, with access to unparalleled support, accommodation and sporting facilities. These students are often starting their first degree and have left school recently. Through access to academic and career support they get a fantastic start to their careers.

* 24/7 tutor support includes: essay feedback (within 24 hours); live chat 24/7 for generic feedback on academic writing; and subject-specific help at a foundation or first-year level for subjects including mathematics, chemistry, biology, physics, business, accounting, microeconomics, macroeconomics and statistics. There are also a wide range of workshops, resources and courses available in academic skills support to assist you and help you to succeed.

Entry requirements

Select the option that best describes you.

This course is not currently available for this mode of study.

Please note: all admissions are subject to UNE’s Admission, Credit and Enrolment Policy . Please read and familiarise yourself with the details of the policy. See our Glossary for help with university terms.

When applying you may be required to show how you satisfy the English Language Requirements for this course.

International applicants, please note: You may also need to show evidence of your English language proficiency to the Department of Home Affairs if you are applying for a Student Visa.

These requirements are in addition to the entry requirements above.

You must meet the Inherent Requirements in order to complete this course.

On-Campus study If you would like to study full-time in Australia at one of UNE's campuses, you will need to have a visa that allows you to study. For most international students this visa will need to be a Student Visa . The Australian Department of Home Affairs has further information about visa eligibility and conditions.

If you are an international applicant who wants to study online (overseas or in Australia):

You will need to meet both the Academic and English Language Requirements to gain admission into this course. Meeting academic requirements means we review what you have already studied to see if you have the results needed for admission to your preferred course.

This course is offered under four admission rules.

Rule A: You have completed a Bachelor qualification (AQF Level 7 or overseas equivalent) in a relevant discipline.* If you are admitted on this basis, you will be eligible for admission under Rule A . Please see the Course Structure (Program of Study).

Rule B: You have completed a Graduate Certificate (AQF Level 8 or overseas equivalent) in a relevant discipline.* If you are admitted on this basis, you will be eligible for admission under Rule B . Please see the Course Structure (Program of Study).

Rule C: You have completed a Graduate Diploma or Bachelor with Honours (AQF Level 8 or overseas equivalent) in a relevant discipline.* If you are admitted on this basis, you will be eligible for admission under Rule C . Please see the Course Structure (Program of Study).

Rule D: You have a minimum of three years of full-time (or part-time equivalent) relevant professional experience and training undertaken in the past ten years.† If you are admitted on this basis, you will be eligible for admission under Rule D . Please see the Course Structure (Program of Study).

* Relevant disciplines include, but are not limited to, the following:

• Social Work
• Counselling
• Other similar disciplines as determined by the course coordinator.

† Relevant professional experience and training must be in one or more of the relevant disciplines above, and include experience in areas of human behaviour and remediation.

Online study in your own country If you would like to study online with UNE while you reside outside of Australia you do not need a Student Visa . If your course requires you to visit Australia to attend any mandatory study requirements, you would need to explore Visitor Visa options for a short-term stay.

Some courses require you to provide documentary evidence, or interviews to support your application. The following documents are required to support your application:

• If you are applying for admission under Rules A, B or C , you must provide a certified academic transcript of your completed qualification.
• If you are applying for admission under Rule D , you must provide a Statement of Service from your employer/s on company letterhead. Learn about our Statement of Service requirements .
• Proof of identity and citizenship. This can be a certified/notarised copy of the photo page of your passport, or another form of official photo identification that lists your full personal details including name and date of birth; for example, a foreign government identity card.
• Evidence of English Language Requirements satisfied. If you have completed a UNE-approved formal English test within the last two years, you must provide a copy of the test results with your application. Please see UNE’s English Language Requirements above for further information.

Advanced Standing is credit or recognition of your previous study, work and/or life experience. This can reduce the cost and length of your studies.

Individual Unit Advanced Standing

If you are admitted under  Rule A or B  into this course and believe you have already completed the equivalent of one or more of the units in your Course Structure (Program of Study) within the last ten years, you can apply for Individual Unit Advanced Standing.

Please note:  The maximum amount of Advanced Standing which can be granted towards this course is 36  credit points .

> Learn how to apply for Individual Unit Advanced Standing

Course Entry Advanced Standing

If you are admitted under Rule C,  you will be granted 24  credit points  of Specified Advanced Standing.

If you are admitted under  Rule D,  you will be granted 48  credit points  of Specified Advanced Standing.

Advanced Standing cannot be granted for the following units:

• SCI501 Special Topics in Science
• EDUC596 Special Topics in Education

Rule B: You have completed a Graduate Certificate, Graduate Diploma or Bachelor with Honours (AQF Level 8 or overseas equivalent) in a relevant discipline.* If you are admitted on this basis, you will be eligible for admission under Rule B . Please see the Course Structure (Program of Study).

Rule C: You have completed a UNE Graduate Certificate in Neuroscience and Education.  If you are admitted on this basis, you will be eligible for admission under  Rule C.  Please see the Course Structure (Program of Study).

Rule D: You have completed a UNE Graduate Diploma in Neuroscience and Education.  If you are admitted on this basis, you will be eligible for admission under  Rule D.  Please see the Course Structure (Program of Study).

Course structure

To qualify for the award a candidate must pass units to the value of 72 credit points at 500-level.

72 credit points

6 credit points

• A Walk Through the Brain ( NEUR530 ) – 6 credit points
• Research Methods for Higher Degrees 1 ( EDRM501 ) – 6 credit points
• Research Methods in Neuroscience ( NEUR502 ) – 6 credit points
• Research Topic for Educators ( EDUC596 ) – 6 credit points
• Special Topics in Science A ( SCI501 ) – 6 credit points

36 credit points

• Neurobiology ( NEUR531 ) – 6 credit points
• Neurobiology of Developmental, Anxiety and Cognitive Disorders ( NEUR534 ) – 6 credit points
• Clinical Neuroscience ( NEUR535 ) – 6 credit points
• Understanding and Changing Human Behaviour ( NEUR537 ) – 6 credit points
• Neurobiological Bases of Autism ( NEUR539 ) – 6 credit points
• Neurobiology and Treatment of Depression ( NEUR540 ) – 6 credit points
• Functional and Biomedical Impact of Disorder and Disability ( NEUR541 ) – 6 credit points
• Neurobiology of Anxiety Disorders ( NEUR542 ) – 6 credit points

18 credit points

• Planning and Effective Teaching in Special and Inclusive Education Settings: PrEx 10 days ( EDSP502 ) – 6 credit points
• Issues in Inclusive Education: International Perspectives ( EDSP505 ) – 6 credit points
• Positive Behavioural Support (Special and Inclusive Education) ( EDSP552 ) – 6 credit points
• Autism: Evidence Based Intervention ( EDSP554 ) – 6 credit points
• Leadership for Learning ( EDAL516 ) – 6 credit points
• Applying Leadership Mindsets ( EDAL517 ) – 6 credit points
• Leadership for Learning Analysis ( EDAL518 ) – 6 credit points
• Leadership for Inquiry and Innovation ( EDAL519 ) – 6 credit points
• Motivational Theories of Learning ( EDLT518 ) – 6 credit points
• Instructional Designs and Cognitive Theories of Learning ( EDLT516 ) – 6 credit points
• Educational Psychology in the School: Theories and Applied Practices ( EDLT517 ) – 6 credit points

24 credit points

30 credit points

48 credit points

12 credit points

See UNE Handbook for more details . The Handbook contains detailed course information designed for enrolled students, including course plans, exit awards, intensive schools, and work placement requirements.

Fees and scholarships

How much will it cost.

Estimated fees for your first year of study in this course are:

*Annual course fees only cover the cost of tuition. They do not include other expenses associated with university study such as text books, accommodation and living expenses. If you are successful in gaining admission to study at UNE, the Offer of Admission will list the exact tuition fees you need to pay for your course. Fees quoted cover full-time tuition for two full-time trimesters only. For more information, please see fees and costs .

What are the course fee payment options?

Full Fee places are mostly in postgraduate coursework degrees. In a full fee place you pay the tuition fee set for your course, however you may be eligible for a FEE-HELP Loan to defer payment of your fees until you are earning above the threshold .

If you are enrolled in a Full Fee place and there is a direct connection between your work and your study, you may be able to claim your tuition fees as a tax deduction .

A Commonwealth Supported Place (CSP) is a government subsidised place in a university course. The government pays part of your tuition fees, and you pay the remainder.

If you have a CSP in either an undergraduate or postgraduate (coursework) degree, you may be eligible for a HECS-HELP Loan , which allows you to defer payment of your fees until you are earning above the threshold .

UNE scholarships are open for all to apply and offer financial help while you are studying. There are scholarships for students with high academic achievement, from rural areas, studying specific degrees, in disadvantaged groups, experiencing financial hardship, who excel at sport or want to live in a UNE residential college.

UNE scholarship applications are free and confidential. You may apply for more than one scholarship.

• Scholarships

UNE offers bursaries and scholarships that can help you with the costs of studying and living in Australia.

The UNE International Bursary reduces the published annual tuition fees for international students by up to 20%. These bursaries are available for international students commencing coursework studies at UNE in 2024. View detailed Bursary information .

UNE also offers a number of substantial research scholarships to postgraduate students studying research-based degrees.

Your career

Neuroscience is a diverse and rapidly growing field. With a postgraduate neuroscience qualification from UNE, your understanding of how the brain works, why behaviour occurs as it does, and how people may be helped to change, will give you an advantage in many fields of professional employment.  

Depending on your other qualifications, you could consider opportunities in a range of settings, including: 

• clinical psychology 
• counselling, allied health  
• biomedical research  
• pharmaceutical development 
• policy development in the public or private sectors 
• behavioural and cognitive research. 

Be ready to adapt and respond to the rapidly changing world of education and biomedical science by tailoring our Master of Neuroscience and Education to your professional needs. Whether you wish to expand on your expertise in human behaviour and learning, enhance your clinical skills within educational settings, or specialize in educational leadership, our flexible course gives you the freedom to choose your direction. With advanced subject knowledge, your skills in critical thinking, problem solving and analysis will add value to your role.  

Course outcomes

• demonstrate, through their own study and practice, advanced knowledge of neuroanatomy, cellular function within the brain, and how these may impinge upon a range of human behaviour within educational settings;
• utilise cognitive and communication skills, tools and digital technologies to communicate appropriately and persuasively with a range of professionals working in an educational setting;
• demonstrate a well-developed ability to use creativity and judgement in analysing neurobiological processes as they relate to human behaviour in education, and to focus those abilities to everyday issues in education;
• demonstrate advanced skills analysing information and evaluating evidence based practice/research drawn from a range of sources, reports, organisations and data sets within general educational settings;
• demonstrate and apply an advanced ability to critically evaluate and formulate proposals for undertaking research regarding neurological processes in educational settings; and
• demonstrate a preparedness to pursue a specialised knowledge and understanding to enhance professional skills and research in the general field of educational neuroscience.

Graduates will have an advanced/specialised knowledge of the role of neuroscience in education through the learning and teaching activities associated with each unit and interaction with the unit coordinators, in lectures, online activities and discussion board. Students will be assessed using assignments, individual projects and research reports.

Graduates will have advanced cognitive and communication skills related to neuroscientific activities that are relevant to the general field of education, acquired through written assignments, reports and participation in online activities and discussion boards.

Graduates will have well-developed problem solving skills in many aspects of research and the application of neuroscience to educational problems. Throughout the course content units teach and assess problem-solving skills.

Graduates will be able to analyse and evaluate information about the role of neuroscience in educational processes from a range of sources, using a range of technologies. Students are required to demonstrate information literacy in assessment tasks throughout the course content.

Graduates will have an in-depth understanding of the social, cultural and ethical issues related to collection and dissemination of information about neuroscience as it is applied within education. Social responsibility and professional practice is embedded in the course content.

Graduates will have the fundamental skills required to supplement their knowledge and to keep abreast of any changes in the field of neuroscience as it is applied in educational settings.

Graduates will be able to apply skills and knowledge individually and as part of collaborative teams in the general field of neuroscience in education. They will be able to work with intellectual independence, and to collaborate as part of a multidisciplinary team with colleagues and clients. 

A five-star experience

Five Stars, 18 Years in a Row

UNE is the only public uni in Australia awarded 18 straight years of five stars for Overall Experience

No.1 in NSW for Student Experience

QILT (government-endorsed) ranks UNE as the top public NSW uni for Student Experience

Five Stars for Teaching Quality

UNE rates among the top 20 per cent of universities in Australia for Teaching Quality

Studying online

At UNE we know it takes more than just being online to be a great online university. It takes time and experience. We pioneered distance education for working adults back in the 1950s, so we’ve been doing this longer than any other Australian university.

We understand the challenges faced by busy adults studying at home. We know that a vital part of online study is your engagement with the learning community. Communication with your classmates, teaching staff and university support staff will enhance your study experience and ensure that your skills extend beyond the subject matter. UNE’s teaching staff are experts in their field which is why UNE consistently receives five stars from students for teaching quality, support and overall experience.*

* The Good Universities Guide

At UNE we know it takes more than just being online to be a great online university. It takes time and experience. We pioneered distance education for working adults back in the 1950s, so we’ve been doing this longer than any other Australian University.

As an international student you can take advantage of flexible online study from overseas or while you are studying in Australia on a visa other than a student visa. You can’t study fully online on a Student Visa.

To study online from overseas you need to consider that you may need to travel to Australia to attend a UNE campus for some mandatory intensive schools.

Studying on Campus

Whether you are an undergraduate student coming to study in Australia for the first time, a PhD student coming to live here with your family, or you only need short-stay accommodation whilst in Armidale for Intensive Schools, we have the perfect accommodation option for you.

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What our students say

I am ever grateful for my experiences at UNE. The lecturers at UNE genuinely helped me well beyond expectations.

• How to apply

How you apply depends on who you are and what you want to study. You are an international student if you:

• are a citizen of a country other than Australia or New Zealand
• are a permanent resident of a country other than Australia
• do not hold an Australian permanent humanitarian visa.

If the above criteria do not apply to you, you are a domestic applicant. If you are unsure of your student type please contact the International Admissions team.

Preparing to apply

You should always provide the details of past or current studies in your application. You may also need to include documents to support your application.

The kind of documents you need will depend on:

• Your preferred course/s
• Your personal circumstances
• Check our entry requirements
• Read our How to Apply webpage
• Get your supporting documents ready
• Or apply through an Education Agent

You are a domestic applicant if you are one of the following:

• Australian citizen
• New Zealand citizen
• Australian permanent resident
• Australian permanent humanitarian visa holder.

If you do not hold one of the above visa or citizenships, you are an international applicant.

• Check our application close dates

Important Dates

Different application methods and courses can have different closing dates. To find your correct application method click the Apply Now button below. Please check the appropriate application website for opening and closing dates.

If you are applying online direct to UNE please see below for application dates.

Important Notice for Prospective Students

For accurate, up-to-date details on entry requirements, course structure, and other essential information, please consult the UNE Student Handbook before applying or enrolling. The Handbook provides comprehensive guidance to assist in your decision-making process. We apologise for any inconvenience.

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Educational neuroscience (certificate), educational neuroscience , cert.

The Educational Neuroscience certificate is a stand-alone credential providing a foundation in basic neuroscience, neuroanatomy, and data collection/analytic methods applied to educational contexts.

Description

Neuroscience and neuroscience research in education-related areas is one of the fastest growing research areas in the U.S. and internationally. Educational Neuroscience is a rapidly emerging field that incorporates the study of neurodevelopment in typical and diverse developing populations. It brings together researchers in basic neuroscience (e.g., cognitive, developmental, social and affective), applied neuroscience in education (speech/language/literacy development) and child psychology.

This certificate program covers a range of skills important to most educational contexts: neuroanatomy, physiology and brain function and acquisition and analyses of neuroimaging and other data acquisition procedures. There is a specific focus on emotional and cognitive development and on the neural foundations of speech/language development and literacy.

Students will apply relevant neuroscience principals to educational contexts: Affective processing and management (including psychopathology), cognitive development, speech/language development, and language and literacy applications. This certificate program also develops the ability to apply and interpret underlying neuroscience principals to challenges learners present in educational contexts.

Find courses at: https://catalog.unl.edu/graduate-professional/programs/grad-cert/#EDNR.

For more information, visit https://cehs.unl.edu/edpsych/programs/educational-neuroscience/ .

Applying for Admission

Standard requirements for all graduate programs.

• Application for Admission with $50 non-refundable application fee .

If International: Uploads must include all college- or university-level transcripts or mark sheets (records of courses and marks earned), with certificates, diplomas, and degrees plus certified English translations.

After admission: Official documents are required from all students who are admitted and enroll. Photocopies of certified records are not acceptable. International students enrolled in other U.S. institutions may have certified copies of all foreign records sent directly to the Office of Graduate Studies by their current school’s registrar office.

When sending TOEFL scores, our institution code is 6877 and a department code is not needed.

• If applicant is not a US citizen and expects an F or J visa: financial information .
• Applicants must also fulfill any additional requirements the department specifies at the time of application.

Program-Specific Admission Requirements

Additional requirements specific to this program.

• Personal Statement: Describe why you want to pursue this certificate.
• Letters of Recommendation: A) Students not currently enrolled in UNL graduate programs (new UNL graduate students) require three letters of recommendation. A minimum of two academic references is preferred. B) Applicants who are currently in enrolled in graduate programs at UNL must have their primary academic advisor submit one brief letter stating support for certificate program enrollment.
• All certificate applicants will be required to fill out a Course of Studies form. Currently, a minimum of four of the courses offered must be included to fulfill requirements. Two core courses, EDPS 922 and PSYC 865, are required for all students.

Certificate programs are not considered degree programs, so international students should be aware that admission to this program is ineligible for immigration forms for an F-1 student visa.

Admission Application Deadlines

• January 15th (for Summer start or early consideration for the following Fall)
• May 1st (for starting the following Fall)
• October 1st (for starting the following Spring)

Departments

Educational Psychology

Special Education and Communication Disorders

Campus Address

114 Teachers College Hall

Certificate Advisor

Carrie Clark

Related Programs

• MA Educational Psychology
• MA Special Education
• MEd Special Education
• AuD Audiology and Hearing Science
• MS Speech-Language Pathology & Audiology
• Cert Early Childhood Special Education
• Cert Mixed Methods Research

The University of Nebraska does not discriminate based on race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation in its programs, activities, or employment.

UNL Graduate Chairs and staff please complete the program update form to provide edits. Updates to graduate program pages are made on an annual basis in conjunction with the Graduate Application for Admission.

• Neuroscience and Education

Take Your Next Step in Neuroscience

Whether you’re new to the field or an established professional, an M.S. in Neuroscience & Education will expand your knowledge and insight. TC’s immersive program prepares graduates for clinical practice, research, or doctoral study.

Kim Noble's TED Talk Explores the Connection Between Income and Child Brain Development

Welcome to the neuroscience & education program.

The Neuroscience and Education program at Teachers College was the first graduate program in the United States and around the globe to offer multidisciplinary training focused on the intersections of neuroscience and education. The program is designed to prepare a specialist prepared to bridge the gap between research on the brain, cognition and behavior; and the problems encountered in schools and other applied settings. Students may also enter this program in preparation for further study in neuroscience and allied fields.

Degree Program

Master of science.

The M.S. program is intended for professionals and non-professionals alike who would like to acquire knowldege in fields related to neuroscience, and participate in ongoing research, educational, or clinical practice.

What do graduates do?

Our graduates continue on to doctoral programs, advance their professional careers with an understanding of the neural underpinnings of their clients' learning and cognitive profiles, or start new careers in research labs, consultancies, and educational software development.

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Admissions Information

Application requirements, fund your degree.

• Tuition & Fees
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Program Director : Professor Karen Froud

Teachers College, Columbia University 525 West 120th St.

Email: bbs@tc.columbia.edu

School of Education

Educators are liberators because knowledge is transformative.

Neuroscience and Education

Neuroscience and education m.a. program.

The Neuroscience and Education Master of Arts program provides you with a unique specialization and expertise in the emerging field of educational neuroscience. You will gain important knowledge about clinical presentations, social cognitive development, and educational practice. This program is intended for students who wish to acquire knowledge in fields related to neuroscience, and take part in ongoing research and educational practice.

Specialization Overview

Program overview, program cost, related research.

• Start Term: Fall only
• Program Length: Approximately 2 years; can be earned at your own pace
• Units: 47-unit minimum
• Instruction: In-person on Riverside campus
• Schedule: Most classes meet once a week 4-7pm (Monday-Thursday)

Estimated program cost is $29,050 (in-state)

Out-of-state/international tuition is an additional cost. See the fee schedule here .

SEARCH Family Autism Center

Social Cognitive Neuroscience Development Lab

Students complete a minimum of 36 upper-division and graduate units. At least 24 units are in graduate courses. A maximum of 12 units may be in graduate research for the thesis. It is recommended that students take additional graduate courses in PSYC/NRSC. Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Career Opportunities

Graduates from the program may wish to apply for further graduate credentials (i.e. earn a doctorate), or pursue careers in research labs or centers.

Neuroscience and Education

Over the course of his career, Kurt Fischer's singular impact was to define and advance our understanding of cognition — pushing the education field’s embrace of the many complexities of the human brain and the analysis of learning as a developmental process.

More than anyone else, Kurt Fischer helped bring “mind, brain, and education” together, leaving a lasting legacy across the field.

Fischer was known for his dynamic skill theory, in which he provided a single framework to analyze how organismic and environmental factors contribute to the rich variety of developmental change and learning across and within people. Skill theory analysis has been applied to a wide variety of topics, from learning to read to playing the piano to developing leadership skills.

At HGSE, Fischer’s research covered a wide array of domains, including students’ learning and problem solving, brain development, concepts of self in relationships, early reading skills, emotions, child abuse, and brain development. His research resulted in a single scale for measuring learning, teaching, and curriculum across domains, which is used to assess and coordinate key aspects of pedagogy and assessment in schools.

Beyond his research contributions, Fischer was internationally known for bringing together neuroscience and education as its own field. In the 1990s, Fischer, in collaboration with Professor Howard Gardner and Lecturer David Rose,  began planning a new master’s program with the intent to offer students interested in human development a way to learn about neuroscience and education. The eventual Mind, Brain, and Education (MBE) Program went on to become the nation’s signature program in learning and the brain, having provided a model for many other universities around the world – some of which Fischer also had a hand in launching. Fischer later developed the field of MBE as the founding president of the International Mind, Brain, and Education Society and the founding editor of the journal Mind, Brain, and Education .

“Kurt was a visionary,” said Gardner. “Before anyone else to my knowledge, he appreciated the promise of ‘mind, brain, and education’ as a separate area of study, research, and teaching…. I suspect that this was Kurt's greatest achievement and its fruits will benefit the world for generations to come.” – Jill Anderson

The original, longer version of this story ran on the HGSE website in April 2020.

Learn More and Connect

Learn more about Kurt Fischer's career at HGSE in Harvard Ed. magazine.

Read about the evolution of mind, brain, and education at HGSE.

The Educational Neuroscience Initiative at the  Stanford Graduate School of Education  is aimed at creating a new form of actionable research that links school-based educational innovation with advances in the neuroscience of emerging math and reading.

We partner with  local schools  to bring unique neuroscience learning opportunities to students, and explore how changes in the brain's neural circuitry support emerging skills that are foundational to education, and how school experiences help to change, shape and tune brain circuitry that are critical to the emergence of the educated mind.  Embedding EEG research within schools and infusing developmental cognitive neuroscience insights into educational approaches provide the basis for the new form of research we call Educational Neuroscience. 

This initiative also supports cutting-edge developments in the use of  Steady-State Visual Evoked Potentials (SSVEP)  and  Reliable Components Analysis  to track changes in neural circuits over the course of schooling experiences, as well as novel ways of connecting large scale developmental cognitive neuroscience datasets with corresponding evidence of educational opportunity, inequity, and change.

Brainwave Learning Center

Middle School Research Assistant Program

Recent news, putting neuroscience in the classroom: how the brain changes as we learn.

Bruce and Liz's article on neuroscience in the classroom is out on PEW Trend Magazine.

April 13, 2020

Educational Neuroscience on "Science of Reading: The Podcast"

Bruce talks about combining neuroscience with education on Amplify's "Science of Reading" podcast.

March 18, 2020

Stanford GSE features the Brainwave Learning Center

The Brainwave Learning Center at Synapse School is featured in an article published by the Stanford Graduate School of Education.

August 07, 2019

Putting Neuroscience in the Classroom: How the Brain Changes As We Learn

The more we know about how the developing brain changes as we learn, the better we can support young learners

In this Issue:

• Spring 2020 View All Other Issues
• Notes From the President: The Learning Curve
• Crunch: Lifelong Learning
• Foreword: Learning Is a Science
• Neuroscience in the Classroom
• Prepare the Next Generation for Their Future
• Lifelong Learning
• Americans and Lifetime Learning
• Personal Learning
• Machines Are Learning
• Five Questions: How the Brain Learns
• Voices: Learning Requires...
• View All Other Issues

As we learn, our brains continually change. From toddlerhood to early childhood, all of life’s natural learning experiences—from a playdate with a friend to hearing that bedtime story one more time—are acting to refine the function and structure of circuits in the brain that are central to how we see, hear, feel, and act in the world. When children go off to school, they need to adapt these circuits of their brains in new and profound ways as they learn how to translate letters into words, words into ideas, and numbers into mathematical concepts. Now, scientists and educators are teaming up to study how schooling changes brain development—and to take lessons from what they learn to improve the learning process. 

On a typical day at the Synapse School in Menlo Park, California, where our team of Stanford University neuroscientists works hand in hand with teachers, students might drop by the Brainwave Learning Center , an on-site research lab where they can wear stretchy caps with more than a hundred small, spongy sensors on their heads. These sensors measure the naturally occurring brain waves that fluctuate as they play educational games or engage in guided meditation. The students can also watch live computer displays to witness how their own brain waves change as they concentrate on a task or engage in mindfulness. This interactive experience provides each child the chance to see and think about their own brain activity, how it changes with learning, and even how it changes with moment-to-moment shifts in mindset, which helps instill in students a sense of ownership of their learning process. Meanwhile, the brain activity evoked by the educational games provides important data to ongoing studies of brain and skill development.  

This nascent research is bringing together two different worlds: the rapidly progressing field of developmental cognitive neuroscience, which studies how brains change during learning (Related podcast: “The Future of Learning: The Evolving Classroom”) , and the complex domain of schools, teachers, and curricula, which shape and support the learning. This emerging field of educational neuroscience goes beyond what either of these worlds could attempt to tackle on their own and will help answer important questions: How does classroom learning place pressure on specific brain circuits to change? Are there differences in these circuits that could help us understand why some children struggle with learning? Are there ways we can improve education to help children with those challenges?

Our understanding of how brain development changes during the early school years is expanding rapidly. Today’s generation of children is the first to grow up in a time when tools such as magnetic resonance imaging (MRI) and wearable brain-wave sensors are widely available. At the same time, collaborative, open-science practices such as data sharing are becoming the norm. This has expanded our basic knowledge about the developing brain circuits of reading, math, and attention, as well as allowing sampling of large populations of schoolchildren that covers the true range of neurodiversity in them.

Just last year, for example, over 11,000 third grade children completed an extensive brain scanning protocol in multiple cities across the country. Each has pledged to repeat the scans every two years as they progress through elementary, middle, and high school, providing the largest brain development study ever carried out and enabling researchers to follow changes in the structure and functions of specific neural circuits and fully explore the diversity of paths that children’s brain development takes.   Importantly, we will be able to explore the question of how all this rich diversity in brain development is linked to each child’s ongoing education through richly detailed assessments of their educational achievement, home and school environment, social media use, and involvement in arts and sports.

Circuits that adapted at very early ages to recognize faces and objects reconfigure to recognize thousands of visual words.

But how can the role of educational experiences be directly linked to changes in brain structure and function? Remarkably, many brain imaging technologies are now sensitive to changes in brain circuits that accrue from one week to the next, allowing researchers to better understand how specific learning experiences drive changes in brain function and structure. In one study, researchers used MRI imaging to take pictures of the brains of struggling readers who tested in the dyslexic range and were undergoing several weeks of intensive tutoring. Brain scans collected every two weeks revealed remarkable changes in both reading skills and in the structural brain scan measures of white matter tracts (the long fiber bundles that connect one part of the brain to another). A control group scanned across weeks of “business as usual” education allowed researchers to make powerful claims about the extent to which this tutoring actually caused changes in the brain circuits. Such results are challenging and even changing our understanding of the term “learning disability.” These findings place increasing focus on how the right educational supports can lead to positive changes in both the mind and brain.

We also can study how week-to-week change accumulates over a school year by observing natural experiments that are occurring in educational systems all the time. For example, schools need to decide when a student enters kindergarten and when a student must wait. Consider a group of 5-year-olds born in September of the same year in a school district that requires incoming kindergartners to have a birthday before the 15th of the month. After a year, students of virtually the same maturity who attended school can be compared with those who had to wait. This provides a rare glimpse into the impact that formal learning in kindergarten—versus alternatives such as preschool or day care—has on developing brains. Such studies are already beginning to show how kindergarten experiences can enhance development in brain networks related to skills such as sustained attention.

Teachers, of course, play a central role in guiding a child’s learning experiences. The way a teacher focuses a student’s attention can affect the nature of learning-induced changes in specific brain circuits. One recent brain-imaging study asked students to learn to read words made up from a set of artificial symbols, not traditional letters, that the students had never seen before. Two different sets of learning instructions either biased them toward a “whole-word” strategy or a “letter-sound” strategy. Words learned under whole-word instructions produced a pattern of brain activity associated with novice learners or unfamiliar words. In contrast, words learned under letter-sound instructions produced a left hemisphere response in regions associated with adult-level word recognition. This adds to a growing body of work suggesting that with their instructional choices, teachers can play a significant role in helping to direct learning, which may have an impact on which brain circuits are changing as a result.

When children understand how their brains change as they learn new things, the whole idea of learning in school could change profoundly for them

Combining the science of reading and math development with brain imaging has led to new insights into how brain circuits change as children master these foundational educational skills. We know that emerging readers’ brains change in two fundamental ways: Circuits that adapted at very early ages to recognize faces and objects reconfigure to recognize thousands of visual words. And circuits for language that developed early to hear and pronounce words adapt to recognize sounds associated with syllables and letters. As children learn to read, these circuits increasingly take on the job of taking a jumble of tiny lines, curves, and spaces and turning them into recognized patterns of letters, letter combinations, and familiar words such as “rabbit,” which happens to be one of the few six-letter words first graders at Synapse know by sight. By middle school, students’ circuits further mature to allow them to recognize any of several thousand words they’ve been exposed to in their days at Synapse in less time than it takes to blink.  

Meanwhile, we know that math is marked by changes in several other areas of the brain, including a region where visual systems recognize number symbols. Mastering math requires children to learn to automatically associate numerical meaning with these symbols—for example, that the quantity “seven” is written as 7. This specific form of math learning changes circuits of the brain that are located within systems more specialized for spatial relationships than language. As children move into middle school, their brain circuits begin to consolidate and retrieve facts to make relationships between numbers with effortless thought.

Every class of kindergartners at Synapse is actively going through those processes during the school year. Each student brings with them a diversity of developing skills in language, vision, attention, and other cognitive factors that can be measured safely and conveniently in our on-site Brainwave Recording Studio. When students place those nets of sensors on their heads, we can capture a thousand “pictures” of activity per second by measuring the natural electrical fields produced by the child’s brain activity.

After six months of learning, students come in again to allow us to trace how their brain circuits have developed. Repeated visits over the subsequent elementary school years will enable our research team and the school staff to watch as students’ brain circuits change as they grow from novice kindergartners to confident middle schoolers who spend hours a day learning through reading. Importantly, we combine these brain measures with leading behavioral reading assessments. The aim is to leverage the overlapping and complementary insights of these approaches to better understand the interaction between educational experiences and an individual student’s strengths and vulnerabilities, and to predict and rapidly respond to emerging challenges.

This knowledge can guide extra instructional support for a young learner, for instance, to focus additional training on phonological processing or visual attention needs. Similarly, we know that children’s early difficulties with ordering or combining sets of objects, recognizing spatial patterns, and understanding quantities—that general sense of how much of something there is—correlate with later math achievement. So this knowledge, too, can help focus extra support for a young learner to strengthen the brain network that underlies math skills. Clearly, we need to move beyond just describing traditional levels of students’ performance—grading whether they meet or fall below expected standards—and to provide insights that might lead to investigating specific instructional approaches and why they work for the students who respond to them.

Around the world, there is a growing number of collaborations between cognitive neuroscientists and schools that are beginning to tackle a large set of issues beyond just reading and mathematics. This work will help us understand how critical factors such as empathy, creativity, self-control, and problem solving develop in school experiences and how schools can influence the brain circuits involved in much of what makes us human.

This is central to our partnership with Synapse School, where social-emotional learning is a foundational principle. Synapse students are trained in mindfulness practices right from kindergarten, including focused breathing during a “mindful minute.” Because key members of our research team are also full-time staff at the school, we have a deep understanding of these school-specific practices and values. When children complete a mindful minute while wearing the net of sensors on their heads, they can actually see their brain waves change as they do something that is common practice in their classrooms.

This insight is possible only because of the continuity that exists between lab and school. The children are also interacting with adults who are familiar to them and with whom they already share a history and deep trust. The neuroscientist who is putting the funny-looking net of sensors on their heads is the same adult who was out at recess the previous week when they lost their baby tooth, or who was in their class that day helping with a project. When the boundaries between the neuroscience lab and the school environments begin to overlap, we are able to push past traditional obstacles and forward into a new understanding of how going to school changes our brains.

By working directly in schools, educational neuroscientists are learning a great deal about the notion of learning itself. The students in these schools, of course, get to see scientists in action. They also get a chance to learn as the researchers go about their work and to see their own brains as the complex entities that they are, that change and adapt to their experiences. And that is a great lesson for all of us: For when children understand how their brains change as they learn new things, the whole idea of learning in school could change profoundly for them.

The Takeaway

We need to move beyond traditional descriptions of educational performance and gain insights that lead to effective teaching approaches and an understanding of why they work for students.

Bruce McCandliss heads the Educational Neuroscience Initiative at Stanford University, where he is a professor in the Graduate School of Education. Elizabeth Toomarian directs the Brainwave Learning Center at Synapse School and is a researcher with the Educational Neuroscience Initiative at Stanford University.

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Merging biological, cognitive and computational neurosciences, this interdisciplinary program provides the broad academic foundation and diverse research experiences you need to study and contribute to the scientific understanding of brain and spinal cord function.

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MSc in Cognitive Sciences and Technologies: From Neuron to Cognition

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Our Master's program offers courses in cognitive psychology, cognitive neuroscience, and neuro-modeling. Taken together these disciplines study how memories, emotions, cognition, or consciousness actually work. Students attend lectures in English and practice in leading laboratories of Moscow and of our international partners. Leading scientists supervise students' practical training and writing of Master's thesis during the second year. The program is carried out in close cooperation with the École Normale Supérieure and Aarhus University.

Cognitive psychology

Modern cognitive psychology is an experimental discipline that studies the origin and functioning of the mind, brain, and intelligence. Our Programme focuses on perception, control of attention and motor responses, the formation of mental representations, dynamics of memory retrieval, learning, cognitive development, and cognitive breakdown, the mechanisms of reasoning, language, and problem-solving.

Cognitive neuroscience

Integration of psychology and neuroscience - Cognitive Neuroscience - examines neural systems underlying complex behaviors like emotions, language, attention, memory, etc. Methods employed in cognitive neuroscience include a wide range of experimental paradigms starting from psychophysics and cognitive psychology, neurology and psychiatry, and ending up with electrophysiological studies of neural systems and, increasingly, cognitive genomics and behavioral genetics. Recent breakthroughs in brain imaging technology allow cognitive neuroscientists to see a live human brain at work using state-of-the-art methods like functional magnetic resonance imaging (fMRI), magneto- and electroencephalography (MEG, EEG), brain navigated transcranial magnetic stimulation (nTMS), transcranial direct/alternating current stimulation (tDCS/tACS).

What are the advantages of our Master’s program compared to similar ones?

We are the only English-language Master’s program in cognitive sciences in Russia. Our lecturers are active world-class scientists including the highly cited researchers in the fields of cognitive psychology, cognitive neuroscience, neuroeconomics, neurolinguistics, and other interdisciplinary areas. Thanks to our international partners’ laboratories students have access to the whole range of neuroimaging techniques which provide a unique opportunity for the development of young researchers.

During your studies

This two-year program is taught in English and covers a wide range of cognitive psychology and cognitive neuroscience subjects. The program begins with introductory courses in psychology, mathematics, and neuroscience. It offers two tracks: Cognitive Sciences and Computational Sciences.

Cognitive Sciences is an integration of psychology and neuroscience that examines neural systems underlying complex behaviors like emotions, language, attention, memory, etc. The program focuses on the following topics:

• Advanced Neuroimaging
• Visual Perception and Attention
• Emotion and Cognition
• Applied Neuroscience

Computational Sciences is an experimental discipline that focuses on modeling the structure and the functions of the cognitive and neural processes.

The Master’s program focuses on the following topics:

• Advanced Computational Neuroscience
• Mathematical Aspects of EEG and MEG Based Neuroimaging

Graduates of the Master’s program in Cognitive Sciences and Technologies: From Neuron to Cognition are able to demonstrate proficiency in signal processing, statistical data analysis, and an interpretation of neuronal mechanisms that underlie various cognitive processes. As such, they have been able to pursue careers in international research laboratories and centers, at private companies focusing on user interface optimization and evaluation projects, as well as at universities and schools. They are also involved with projects on brain-computer interface development and clinical application, including pre-surgery brain mapping, neuromarketing, and usability research.

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