Major: Education Improvement and Transformation
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Classification of Instructional Programs (CIP) code: 13-9999
Standard Occupational Classification (SOC) code: 11-9032; 11-9033; 11-9099
About the Program
One of the great challenges of our time is the improvement of the American education system from pre-school through retirement. Once the envy of the world, there are cracks in the education crucible which must be repaired or reforged. The system has endured social, intellectual, and economic challenges beyond its capacity to respond in a way that provides a sound foundation for all Americans, while keeping our country safe and competitive for the future.
The MS in Education Improvement and Transformation program is designed to prepare professional educators—as well as other professionals whose career interests lie in leading significant change in education—in the process of initiating transformative (reform) in formal and informal education sectors.
The program is comprised of "Professional Development Concentrations" (PDC), each focusing on specific topics pertaining to the improvement and transformation of education. Each PDC is comprised of nine credits (or 3 courses) of focused course work in a specific area, i.e.:
- Collaborative Special Education Law and Process
- Creativity and Innovation
- E-Learning Leadership
- Educational Policy
- Evaluation and Assessment
- Instructional Design
- Leadership in Educational Settings
- Learning in Game-based Environments
- Learning Technologies
- Special Education Leadership
- Urban Education
Students may opt to create their own PDC with advisement of the Program Manger for the MS in Education Improvement and Transformation program.
After students complete four PDC's totaling a minimum of 36.0 credits, they will finish the program by enrolling in two sequential courses (9.0 additional credits) that jointly form a capstone project to provide a real-life, hands-on experience in being an agent for change in transformative education. The combination of the 4 PDC's and the two capstone project courses provides the student with the 45.0 credits required for the MS degree.
For additional information, visit Drexel University's Master of Science Program's in Education page.
The Master of Science in Education Transformation program is comprised of 14 courses. The core of the program is made up of four "Professional Development Concentrations" in strategic education improvement areas and topics.
These concentrations are listed under the Certificate Programs in Education and Transformation, and include areas such as assessment, strategic partnership, change leadership, educational policy, disabilities, virtual schools, charter schooling, home schooling, community engagement & development, urban education, school boards, and financing education. Additional concentrations may be developed on a topical needs or special population-based basis.
The final two courses of the program consist of a 4.5 credit Evaluation & Assessment courses and a 4.5 credit Capstone Project. The Capstone Project is an individualized course.
|EIT 715||EIT Evaluation, Assessment and Capstone Preparation||4.5|
Jennifer Adams, EdD (Harvard University)
. Associate Professor. Global and International Education
Kristen Betts, EdD (George Washington University)
. Clinical Professor. Higher education administration and governance, online blended education, instructional design and technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania) Site Director of the Sacramento EdD program
. Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University)
. Clinical Professor. Leadership, sociological explorations of emotions occurring in organizational contexts, contextual issues confronting organizations.
Holly Carpenter, PhD (Arizona State University)
. Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California) Program Coordinator for Sacramento MS in Higher Education
. Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh)
. Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James E. Connell, Jr., PhD, NCSP, BCBA-D (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute
. Associate Professor. Identifying the variables that influence adult behavior change in community settings.
D. Brent Edwards, PhD (University of Maryland)
. Assistant Clinical Professor. Global and international education.
Salvatore V. Falletta, EdD (North Carolina State University)
. Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University)
. Assistant Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities).
Timothy Fukawa-Connelly, PhD (University of Maryland)
. Assistant Professor. Mathematics education, mathematical concepts, proof, proof presentation, statistics education.
Kathy D. Geller, PhD (Fielding Graduate University)
. Assistant Clinical Professor. Educational leadership and management; Transformational leadership; Adult learning; Career development; Organizational effectiveness; Change management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky)
. Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Rod P. Githens, PhD (University of Illinois at Urbana-Champaign)
. Associate Clinical Professor. Increasing access to self-sustaining careers through workforce development; Online education.
Roger Geertz Gonzalez, PhD (The Pennsylvania State University)
. Associate Clinical Professor. Civic Engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh)
. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University) Program Director of Educational Administration Program and Site Director of Philadelphia and Online EdD Program
. Assistant Clinical Professor. K-3 virtual schooling, virtual school leadership, collaborative technologies, 21st century learning skills.
Mary Jo Grdina, PhD (Case Western Reserve University)
. Associate Clinical Professor. Undergraduate studies; Science education; Curriculum design; Informal science education; Preparation and development of science educators; Physics in Philadelphia.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research
. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Doctor of Doctoral Programs
. Professor. Urban education, science, education, science literacy, genetics, gender equity, sport science, science knowledge for conceptual teaching, conceptual change learning.
Paul Harrington, EdD (University of Massachusetts) Director of the Center for Markets and Policy
. Professor. Health labor markets, teen and young adult job access. college labor market, high school to college transition, drop-outs, vocational rehabilitation and job market transition, disability in the labor market, older workers, career and technical education, economic outlook, immigrants in the college labor market, workforce development, planning and evaluation.
Elizabeth Haslam, PhD (University of Pennsylvania) Program Director of Learning Technologies
. Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Assistant Clinical Professor. Science education; Curriculum development; Student engagement.
Deanna Hill, JD, PhD (University of Iowa, University of Pittsburgh Program) Program Director of Higher Education
. Assistant Clinical Professor. Higher education, international education, education law, education policy.
Jennifer Katz-Buonincontro, PhD (University of Oregon)
. Assistant Professor. Leadership development, psychology of developing creative thinking and problem solving in leaders, adult learning, case study design, survey and instrument design, creativity and the arts.
Kristine Kelly, PhD (University of Wisconsin-Madison) Program Director of Global and International Education Program
. Assistant Clinical Professor. Sociology of development, anthropology of policy, comparative and international education, qualitative research methods, Vietnam and Southeast Asia.
Vera J. Lee, EdD (University of Pennsylvania)
. Assistant Clinical Professor. English as a Second Language (ESL), literacy instruction K-12, reading/writing theories, multicultural education, English language learners.
Bruce Levine, JD (New York University) Program Director of Educational Policy and Educational Improvement and Transformation Programs
. Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis, PhD (Temple University)
. Assistant Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
Kristine S. Lewis Grant, PhD (Temple University)
. Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland)
. Professor. Educational technology, curriculum and educational leadership, distance learning policy development, high and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh)
. Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities, inclusive education of exceptional children, special education mediation, special education IEP/IFSP facilitation facilitation, resolution session facilitation.
Kenneth J. Mawritz, PhD (University of Pittsburgh) Site Director for Pottstown and Blue Bell EdD Cohorts
. Assistant Clinical Professor. Educational administration.
Joyce Pittman, PhD (Iowa State University of Science and Technology) Site Director for Harrisburg EdD Program
. Associate Clinical Professor. Curriculum and instruction K-16; Teaching English as a Foreign Language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; Online learning pedagogy.
Fredricka K. Reisman, PhD (Syracuse University) Director of Torrance Center for Creativity and Innovation
. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University) Program Director for Special Education Programs
. Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University) Program Director for Mathematical Learning and Teaching Program
. Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University)
. Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Nancy Butler Songer, PhD (University of California, Berkley) Dean, School of Education
. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania)
. Assistant Clinical Professor. Early Literacy Development; Digital and Information Literacy; Learning differences; Urban education.
Sarah P. Ulrich, EdD (St. Joseph's University) Program Director, Teacher Education
. Associate Clinical Professor. Emphasis in Cross Cultural, Language and Academic Development
Sheila Vaidya, PhD (Temple University)
. Associate Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University)
. Associate Clinical Professor. Applied behavior analysis; Developmental disabilities.
M. Hope Yursa
Assistant Clinical Professor. Mathematics learning and teaching.
Jacqueline Genovesi, PhD (Drexel University) Vice President, Education, the Academy of Natural Sciences
. Assistant Clinical Professor. Museum education, interpretive strategies and museum leadership.
Barbara Jean Hoekje, PhD (University of Pennsylvania) Director of English Language Center
. Associate Professor. Sociolinguistic theory, discourse analysis, applied linguistics (language teaching, learning, and testing).
Francis Harvey, EdD (Harvard University). Professor Emeritus. Enhanced learning, socio-cultural learning, distance education.
Bernard Lentz, PhD (Yale University) Vice Provost for Institutional Research Emeritus. Professor. Institutional research in higher education; Educational and labor market impacts of work-integrated learning; Economics of higher education; Racial and gender equity among faculty in higher education and the learned professions.