Global and International Education

Major: Global and International Education
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1319
Standard Occupational Classification (SOC) code: 25-2062

About the Program

The MS in Global and International Education is designed to prepare students to be leaders with the skills and knowledge necessary to work effectively within the complex economic, political, cultural, and social contexts that influence education and learning in diverse parts of the world. In addition to being aware of the global trends and issues of diverse approaches to education, students will develop the attitudes necessary to support learners and learning within and beyond mainstream educational systems.

Program Objectives

As a result of pursuing this program, students will be able to:

  • Develop, analyze and implement new educational policies in a variety of multi-cultural settings, both public and private
  • Critique international, comparative, and educational research
  • Help lead educational, development, and other organizations through application of their understanding of current educational trends, educational interventions, and global forces
  • Understand the global and multi-level politics of education policy
  • Understand theories and perspectives on the relationship between education, national development, and societal change, with emphasis on contexts outside the US

Graduates of this program will be qualified to pursue careers in, among other fields and occupations, higher education, ESL programs, education abroad programs, law firms, international education associations, accreditation agencies, local community international outreach centers, US government, international development or human service agencies, and various non-governmental agencies, as well as act as administrators, managers, and researchers in national and international organizations, foundations, associations, and corporations.

Graduates of this program will lead their organizations in addressing the dramatic change in society and culture due to globalization and how these influence education.

The program is designed as a part-time cohort model and can be completed in two years. View the degree requirements for more detailed information about the courses.

Additional Information

For additional information, visit the School of Education's MS in Global and International Education web page or contact us at

Admission Requirements

Admission to this program requires:

  • Bachelor's degree from a regionally accredited institution
  • An undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA).
  • Graduates of foreign schools must also have of 550 or higher in the Test of English as a Foreign Language (TOEFL).
  • Completed Application Form.
  • Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended. Instead of hard copy transcripts, applicants may supply official electronic transcripts issued by a post-secondary institution directly to Drexel University Online (send to:

    Applicants must supply transcripts regardless of the number of credits earned or the type of school attended. If an applicant does not list all post-secondary institutions on the application and these are listed on transcripts received from other institutions, processing of the application will be delayed until all remaining transcripts have been submitted the remaining transcripts.

    Use our Transcript Lookup Tool to assist contact with previous institutions. If a college or university offers the option to send transcripts in a secure, password-protected electronic format, have the transcript sent to
  • Two letters of recommendation - professional or academic.
    • Drexel University Online now accepts electronic letters of recommendation. Please access the following web page for instructions regarding their submission: If a recommender prefers to submit an original, hard copy letter of recommendation, please remind the recommender that it must be signed and submitted in a sealed envelope signed across the flap by the recommender.
  • Personal Essay
  • Resume.
  • International Students must submit a TOEFL score of 550 or higher. Students with transcripts from non-US institutions should have such transcripts evaluated by World Education Service (WES). The TOEFL examination is required for some non-citizens. Applicants whose native language is English (who list themselves as born in or citizens of the following countries: American Samoa, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British West Indies, Brunei Darussalam, Canada, England, Ghana, Guam, Ireland, Jamaica, Lesotho, Liberia, Malawi, Malta, Mauritius, New Zealand, Papua New Guinea, Puerto Rico, Scotland, Sierra Leone, South Africa, Swaziland, Tanzania, Trinidad/Tobago, Uganda, Virgin Islands, Wales, Zimbabwe) are exempt from the TOEFL. Applicants whose native language is not English are exempt from the TOEFL if the applicant completed 4 years of high school in the United States or completed English 101 and English 102 with a grade of C or better from a US domestic accredited institution. Applicants who received an undergraduate or graduate degree from an academic institution located in the US, UK or Canada are also exempt from the TOEFL.

Please refer to Drexel University Online's Master of Science in Global and International Education Admissions page for additional information.

Degree Requirements 

A Master of Science in Global and International Education is a part-time online program. Students complete six core courses, three primary concentration courses, three secondary concentration or elective courses, and a three course capstone sequence.

Core Courses
EDGI 500Introduction to Global, International & Comparative Education3.0
EDGI 504History and Theory of Comparative Education3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
EDGI 512Globalization and Educational Change3.0
EDGI 520Political Economy of Education Reform3.0
EDHE 680Foundations of Evaluation3.0
Primary Concentration Courses
EDGI 506Comparative Higher Education Systems3.0
EDGI 514Education and National Development3.0
EDGI 518Analysis of Policy Issues in Global & International Education3.0
Capstone Requirement
EDU 780Capstone Research3.0
Students have the option to select from the Practitioner, Thesis, or Lesson Plan capstone track.
EDUP 780Practitioner Capstone Course I3.0
or EDUT 780 Thesis Capstone Course I
or EDUL 780 Lesson Study Capstone Course I
EDUP 781Practitioner Capstone Course II3.0-4.5
or EDUT 781 Thesis Capstone Course II
or EDUL 781 Lesson Study Capstone Course II
Select one of the following Secondary Concentrations:9.0
Secondary Peace Education Concentration *
Peace Education
International Organizations in International Education
Conflict Resolution in an International Context
Secondary Higher Education Concentration
Select 3 of the following Higher Education courses:
Foundations of Higher Education
Governance, Management & Administration in Higher Education
Student Development & Customer Service Management
Higher Education Law
Secondary E-Learning Leadership Concentration
Select 3 of the following E-Learning Leadership courses:
The Purpose and Business of E-Learning
E-Learning Technologies
Teaching and Learning Issues in E-Learning
Learning Technologies & Disabilities
Secondary Education Policy Concentration **
Select 3 of the following Education Policy courses
Education Policy: Concepts, Issues, and Applications
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics
Ethics in Educational Policy Making
Access & Equity in Educational Policy Making
Secondary Learning Technology Concentration
Select 3 of the following:
Designing Virtual Communities for Staff Development - Non-Field Experience
Researching & Evaluating Instructional Technology
Technologies for Performance Support
New Media Literacies
Sample Electives
Students can select courses as additional electives from within the School of Education or a course (with School of Education approval) from another Drexel University program, such as international business administration, foreign languages, women's and gender studies, or science/technology/society.
Study Abroad Experience
International Ecotourism & Education
Total Credits45.0-46.5

Sample Plan of Study

Term 1Credits
EDGI 500Introduction to Global, International & Comparative Education3.0
EDGI 504History and Theory of Comparative Education3.0
 Term Credits6.0
Term 2
EDGI 514Education and National Development3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
 Term Credits6.0
Term 3
EDGI 512Globalization and Educational Change3.0
EDGI 520Political Economy of Education Reform3.0
 Term Credits6.0
Term 4
Secondary Concentration Course3.0
EDGI 518Analysis of Policy Issues in Global & International Education3.0
 Term Credits6.0
Term 5
EDGI 506Comparative Higher Education Systems3.0
EDHE 680Foundations of Evaluation3.0
 Term Credits6.0
Term 6
Secondary Concentration Course3.0
EDU 780Capstone Research3.0
 Term Credits6.0
Term 7
Secondary Concentration Course3.0
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

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.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Associate 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.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). 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). Associate 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.
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). 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) Dean. Distinguished University 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.
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.
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) Senior Vice Provost for Faculty 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 Dean of Research. 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.
Cameron Kiosoglous, PhD (Virginia Tech University). Assistant Clinical Professor. Coaching development, measuring coaching quality, self-insight and reflective practices. Coaching leadership.
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.
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
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). 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
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
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). Assistant Professor. Educational administration.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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) Senior Associate Dean of Academic Affairs. Professor. Design of computer-based learning environments, computer science education, human-computer interaction, creativity and innovation; design sciences; informal/everyday learning.
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). Distinguished Professor. STEM education, urban education, educational assistance
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Associate Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.

Emeritus Faculty

Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor Emeritus. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
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