Neuroscience & Education
This program addresses the needs of educators who seek to broaden their skills and who require deeper knowledge of Brain-Based Learning (BBL)
THE PROFESSIONAL CERTIFICATE in neuroscience and education is a theoretical and practical training that meets the needs of society and the individual in such fields as education, community work, and mental health. Everyone who seeks to deepen their knowledge of neuroscience, as it relates to the learning process, is welcome to apply. The academic curriculum of the certificate is informed by research work on both neuroscience and education.
Neuroscience has contributed to a better understanding of brain processes that promote learning. It provides us with concrete guidelines to maximize the consolidation of knowledge. Learning is a brain activity that occurs throughout life. Therefore, the program proposes a broader view focused on the brain function and its evolution in all stages of human life, from childhood to old age.
The main objective of the certificate is to provide the opportunity to acquire knowledge of neuroscience and its application in learning. The theoretical approach in the curriculum ranges from neurodevelopment to higher executive functions of the brain in all stages of life. Concepts, theories, and practices that have been scientifically validated and that rest on solid research foundations are explored. The program surveys developmental and learning disabilities and ways of working in an interdisciplinary manner with other professionals to meet the needs of such situations.
Prior to admission to the program, the aspiring participant must meet the requirements established by the academic committee and go through an interview. To complete the training, readings and assignments are specified and may require additional time to complete.
A quality university professional certificate focused on Brain-Based Learning (BBL)
MAURICIO CONEJO, Ph.D.
Modality and schedules
There are two options to take this certificate: online and in person. Both offer the same level of training and are presented as alternatives to meet the different needs of professionals.
February 2021 (on-line)
June 2021 (on-line)
September 2021 (on-line)
November 2021 (face-to-face / online)
February 2022 (face-to-face / online)
June 2022 (face-to-face / online)
September 2022 (face-to-face / online)
November 2022 (face-to-face / online)
The Institute for Cognitive Neuroscience
University of Puerto Rico Medical Sciences Campus
Puerto Rico Health Boards (submitted for accreditation)
THE PROFESSIONAL CERTIFICATE in Neuroscience and Education has been submitted for credit approval by the Puerto Rico Health Examination Boards (CR09, TO62, TO62 TO / A63, TF60 TFA61, THL58, PHL59, CP18, PSIC49). All the certifications previously submitted have been approved.
Duration and credits:
3 months and 60 credits: 45 EC credits + 15 credits of individual final project
6 weeks of classes and 6 weeks for the final monographic work of scientific review in APA format
Classes scheduled on Saturdays for the face-to-face program
Synchronous and asynchronous classes for the online program
The participant may choose a tutor among the teachers to guide him and clarify doubts
Access to digital educational resources, University library and extracurricular activities
Two modalities are offered to choose from: online and face-to-face, the face-to-face modality can be taken in San Juan or Miami
Schedule of the face-to-face modality
6 Saturdays from: 8:00 am - 12:00 noon, 1:00 pm - 4:00 pm
plus the time necessary to carry out the final monographic work of scientific review in APA format (6 weeks)
Online mode schedule
6 weeks on the platform of the virtual campus of the Institute of Cognitive Neuroscience ( https://bit.ly/icon_campusvirtual ) with two weekly videoconferences from 7:00 to 9:30 pm (AST, Puerto Rico time) plus the time necessary to carry out the final monographic work of scientific review in APA format (6 weeks minimum)
Documentaries, videos, essential readings, and support material on the virtual campus
Synchronous and asynchronous activities
Send the following documents to firstname.lastname@example.org
Copy of driver's license or identity document
Degree certification or transcript of credits
Resume / Curriculum vitae
Motivation letter addressed to academic directors
Two letters of recommendation with contact information (optional)
Neuroanatomy and neurophysiology
Research methods in cognitive neuroscience
Stress and the central nervous system
Mindfulness and the brain
Neuroscience and learning
Neurodevelopment and learning
Neuro-strategies in the classroom for early cognitive development
Assessment of executive functions at early ages
Inclusive neuropedagogy: From equality to equity
Adolescent brain development
The effect of alcohol and drug abuse on the adolescent brain
Windows of opportunity for neurocognitive development
Evolution and development
Attention and memory in the learning process
Language development and its disorders
Neurocognitive theories of dyslexia
Neurocognitive theories of dyscalculia
ADHD: Diagnosis and interventions
Comprehensive plan with health professionals to address learning disorders
Neurocognitive theories on autism
Psychomotor intervention and its impact on learning
Attention to students with higher abilities
Bilingualism and the development of executive functions
Developmental vs. acquired dysgraphia
Intervention program for dysgraphia
Perception and visual skills and their role in reading
Neuroscience and intelligence
Neurocognitive stimulation: from infancy to old age
Higher functions, frontal lobe and decision making
Scientific principles of the theory of multiple intelligences
Development of multiple intelligences in school and home environments
Enriching curricular programs that address multiple intelligences
Brain areas involved in comprehension, ToM and social responsiveness
Affective neuroscience: Studying the neural mechanisms of emotion.
Evolutionary bases of basic emotions
Complex emotions in social interaction
Social cognition: Integrating information from social situations for appropriate responses
He studied a Master's of Arts degree (MA) in Design at Nothrumbria University in England. His interest in neuroscience led him to complete a Master of Science (MSc) in Neuroscience at Pablo de Olavide University in Seville, Spain. He worked in the laboratory of Dr. Thomas Schikorski at Caribbean Central University (UCC) and completed his doctorate (Ph.D.) in Cognitive Neuroscience from Maimonides University in Buenos Aires, Argentina. He is a professor at the Puerto Rico School of Fine Arts and Design where he is also the program's director.
Fabián Román, MD, Ph.D.
Buenos Aires, Argentina
Margarita Marti, Ph.D.
Victoria Poenitz, Ph.D.
Anna Forés, Ph.D.
Dalul Ordehi, Ph.D.
Sto. Domingo, RD
Ignacio Morgado, Ph.D.
Mauricio Conejo, Ph.D.
San Juan Puerto Rico
Rosalba Gautreaux, Ph.D.
Sto. Domingo, RD
Rafael Guerra Narbona, Ph.D.
Esther Alberca, Ph.D.
Jorge Reyes, MD
Los Angeles, USA
Marcela Henao, MD