Education Improvement and Transformation

Major: Education Improvement and Transformation
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.9999
Standard Occupational Classification (SOC) code:

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.:

  • Creativity and Innovation
  • E-Learning Leadership
  • Educational Policy
  • Entrepreneurship
  • Evaluation and Assessment
  • Instructional Design
  • Leadership in Educational Settings
  • Learning in Game-based Environments
  • Learning Technologies
  • Special Education Leadership
  • Special Education Law and Process
  • Urban Education

Students may opt to create their own PDC with the advisement of the Program Manager 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 three 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 three capstone courses provides the student with the 45.0 credits required for the MS degree.

Additional Information

For additional information, visit Drexel University's Master of Science Program's in Education page.

Degree Requirements

The Master of Science in Education Improvement and Transformation program is comprised of 15 courses. The core of the program is made up of four "Professional Development Concentrations" in strategic education improvement areas and topics for 36 credits.

These concentrations include areas such as assessment, strategic partnership, change leadership, educational policy, disabilities, virtual schools, charter schooling, homeschooling, community engagement & development, urban education, school boards, and financing education. Additional concentrations may be developed on a topical needs or special population-based basis.

Students also complete one research course and two capstone courses for a total of 9 credits and have the option to select their own capstone track-- practitioner, thesis or lesson study.

Degree Requirements
Students select four professional development concentration (PDC) areas from the list below for 36.0 credits and 9-10.5 credits of capstone courses for a total of 45-46.5 credits.
Choose four concentrations from the list below: *36.0
Creativity & Innovation (PDCR)
Tools and Techniques in Creativity
Creativity in the Workplace
Current Trends in Creativity & Innovation
Educational Policy (PDEP)
Education Policy: Concepts, Issues, and Applications
American Educational Policy and U.S. Competitiveness
Ethics in Educational Policy Making
E-Learning Leadership (PDEL)
The Purpose and Business of E-Learning
Learning Technologies & Disabilities
Learning with Social Media and Mobiles
Entrepreneurship (PDEN)
Entrepreneurship Essentials
Social Entrepreneurship
Learning from Failure
Evaluation & Assessment (PDEA)
Evaluation & Assessment Competencies
Foundations of Evaluation
Program Evaluation in Organizations
Instructional Design (PDID)
Instructional Design Methods
Instructional Design: Project Management
Instructional Design: Special Topics
Leadership in Educational Settings (PDLD)
Creativity and Change Leadership
School Leadership & Decision Making
School and Community Partnerships and Relations
Mentoring and Collaborative Leadership
Learning in Game-based Environments (PDLG)
Foundations of Game-Based Learning
Play & Learning in a Participatory Culture
Design-Based Research Methods
Learning Technologies (PDLT)
Using and Integrating Learning Technologies
Technologies for Performance Support
Learning with Social Media and Mobiles
Special Education Law & Process (PDLP)
Family, School and Community Engagement in Special Education
Special Education Advocacy
Special Education Dispute Resolution and Skills Training
Special Education Leadership (PDSL)**
School Law & Policy in Special Education
Instructional & Curriculum Leadership in Special Education
Development, Supervision, & Support: Special Education Leadership
Urban Education (PDUE)
Diversity and Today's Teacher
Leading in Urban, Rural and Suburban Settings
Resource Management, Allocation and Entrepreneurship
Peace Education
Capstone Courses9.0-10.5
Capstone Research
Students have the option to select one of the following capstone tracks:
Practitioner Capstone Course I
Practitioner Capstone Course II
Thesis Capstone Course I
Thesis Capstone Course II
Lesson Study
Lesson Study Capstone Course I
Lesson Study Capstone Course II
Total Credits45.0-46.5

Sample Plan of Study

Term 1Credits
Concentration Course 13.0
Concentration Course 23.0
 Term Credits6.0
Term 2
Concentration Course 33.0
Concentration Course 43.0
 Term Credits6.0
Term 3
Concentration Course 53.0
Concentration Course 63.0
 Term Credits6.0
Term 4
Concentration Course 73.0
Concentration Course 83.0
 Term Credits6.0
Term 5
Concentration Course 93.0
Concentration Course 103.0
 Term Credits6.0
Term 6
Concentration Course 113.0
EDU 780Capstone Research3.0
 Term Credits6.0
Term 7
Concentration Course 123.0
EDUP 780, EDUT 780,
or EDUL 780
Practitioner Capstone Course I
Thesis Capstone Course I
Lesson Study Capstone Course I
 Term Credits6.0
Term 8
EDUP 781, EDUT 781,
or EDUL 781
Practitioner Capstone Course II
Thesis Capstone Course II
Lesson Study Capstone Course II
 Term Credits3.0-4.5
Total Credit: 45.0-46.5

Students have the option to select from the Practitioner, Thesis or Lesson Study Capstone track during term 7 and 8. 

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). 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; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
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). 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 Connell, PhD (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; autism intervention; widespread dissemination of evidence-based interventions in school and 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). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (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) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
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) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine 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. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). 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; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). 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
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the 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). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) 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, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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