In response to a growing need for knowledge and expertise, a new institution has been born: the Bridges Graduate School of Cognitive Diversity in Education. Licensed to operate in the State of California, this graduate school embraces the philosophy of celebrating human cognitive diversity and the belief that education should be strength-based and talent-focused.
We offer two degree programs in cognitive diversity and one certificate program in twice-exceptional education. These programs, described below are hybrid in nature.The majority of coursework will be online, with required summer residencies on the Bridges Academy campus in Los Angeles.
Mission of the Bridges Graduate School: “Celebrating the transformative power of strengths, interests, and talents”
The mission of the Bridges Graduate School of Cognitive Diversity in Education is to advance the quality and equity of education for all. We promote and support the extraordinary diversity in human learning –– educating students, parents, educators, and field leaders by promoting strengths and talents –– and unlocking individual potential through our graduate programs. To achieve these ends, we cultivate knowledge of diverse worldviews and perspectives, as well as the skills, insights, and imagination required of scholars who will assume leadership roles as instructional leaders, researchers, administrators, and policy makers.
For more information, email [email protected]
Programs Offered at the
Doctor of Education in Cognitive Diversity in Education (Ed.D.)
· 60-credit hybrid program
· Designed to be completed in four years
· Includes three summer residencies, a clinical practicum, internship, comprehensive
· Areas of concentration:
̶ Twice exceptionality and cognitive
̶ Strength-based, talent focused
̶ Leadership for innovation
· Professionals who already have a master’s degree in fields such as education, counseling,or psychology and who are seeking an active role in the cognitive and neurodiversity movements
· Those who want to advance their understanding of cognitive diversity and twice-exceptional learners, and take an active role in promoting educational opportunities away from remediation to a more strength-based, talent-focused approach
· Administrators, special education directors, coordinators of programs for gifted and talented, educational therapists, counselors, classroom teachers, counselors, psychologists, and service providers
Master’s in Education in Cognitive Diversity in Education (M.Ed.)
· 36-credit, two-year, hybrid, online program
· Designed to be completed mostly online, with two mandated two-week summer residencies required.
· Includes a practicum experience, completion of a capstone project (action research), and participation in a master seminar where the action research project is shared and discussed with faculty and student cohort
· Educators or others with a background or interest in cognitively diverse learners and who are interested in exploring issues related to meeting their needs
· Educators who want to be instructional leaders
̶ Assist with decisions related to the development of personalized plans for cognitively diverse students with high abilities
̶ Lead teams in identifying instructional strategies that address the paradoxical needs of high-ability, cognitively diverse students.
̶ Apply strength-based, talent-focused curricular systems and strategies in classrooms and schools and use action research methodology to measure
Certificate in Twice-Exceptional Education
· 18-credit program
· Designed to be completed in one year
̶ 12 credits taken online
̶ A two-week residency program during which courses are taken at the Bridges Graduate School campus
̶ A practicum
· Individuals with a background in an education-related field who wish to augment/ enhance their understanding of students with gifts in specific areas and simultaneous cognitive, behavioral, or social challenges
· Those who seek knowledge of and skills to do the following:
̶ Advocate for twice-exceptional students
̶ Modify instruction to meet their needs
̶ Be on a team of professionals who desire to personalize approaches to meet the unique needs of these students