Master of Science in Human Resource Development

Master of Science: 45.0 quarter credits

About the Program

The MS in Human Resource Development program, with its strong emphasis on learning theory, is designed to prepare students with the competencies for success in promoting individual and organizational learning world wide. The online curriculum is both practice-oriented and research-based. Drexel’s program is unique in the inclusion of a substantial co-op/capstone experience.

Human resource development refers to the principles, methods, and techniques for assessing and responding to the learning and development needs of employees and their organizations. The Master of Science in Human Resource Development prepares students to have a positive direct and indirect influence on the future of human resource development in its many forms. The program is designed to prepare graduates for strategic roles in promoting employee and organizational learning in various national and multi-national organizations, as well as to promote the use and integration of technology to support organizational learning.

The MS degree in Human Resource Development incorporates an interdisciplinary curriculum. Students may choose an area of concentration in either strategic human resources, evaluation and return on investment, instructional systems design and e-learning, or project management. The program integrates leading learning strategies and instructional technologies into course delivery. Courses expose students to best practices, current research, software applications, and database management systems. Students demonstrate their knowledge and skill acquisition through individual and group projects.

For additional information, contact the School of Education or view the master's degrees online on the Drexel Online web site.

Admission Requirements

Applicants for the program will follow the university standards for admission to graduate study. Prospective students must have earned a bachelor’s degree from an accredited institution and have an undergraduate GPA of 3.0 or higher to be considered for admission (graduate degree GPAs will be considered along with the undergraduate GPA). In addition, prospective students are required to submit the following:

  • Completed Application Form, including official transcripts from all universities or colleges attended
  • Two letters of recommendation
  • Personal essay
  • Resume
  • Application fee

The admissions committee will evaluate the applicant’s potential and commitment to succeed in graduate study in the online environment. The applicant’s potential to contribute to the overall quality of the program of study will also be considered.

Interviews, in person or by phone, will be conducted by the admissions committee with those applicants who meet Graduate Admission’s standard admissions criteria.

Decisions will be made using dates corresponding to the regular university schedule for rolling admissions in Graduate Admissions.

For additional information, contact the School of Education or view the master's degrees online on the Drexel Online web site.

Find additional details about how to apply on the Graduate Admissions at Drexel University website.

Degree Requirements

The program requires 45.0 credit hours, consisting of 30.0 hours of core coursework and a 6.0 credit capstone course that includes a co-op project and results in the submission of a professional portfolio. In addition, students complete one of the following 9.0 credit concentrations:

  • Strategic human resources
  • Evaluation and return on investment (ROI)
  • Instructional systems design (ISD) and e-learning
  • Project management
Core Requirements
EHRD 500Foundations of Human Resources Development3.0
EHRD 600Organizational Consulting3.0
EHRD 601Leading and Evaluating Change3.0
EHRD 602Coaching and Mentoring for Sustainable Learning3.0
EHRD 604Development of Human Resources3.0
EHRD 606Human and Organizational Performance3.0
EHRD 607Global Human Resource Development3.0
EHRD 609Training and Development3.0
EDHE 660Principles of Adult Education3.0
EDUC 804Program Evaluation in Organizations3.0
Capstone Requirements
EHRD 715Capstone Co-op with Portfolio I1.5
EHRD 716Capstone Co-op with Portfolio II4.5
Concentration Options
Students must select one concentration and complete all 9.0 credits of the required courses.9.0
Strategic Human Resources Concentration Courses:
Organizational Learning & Strategy
Strategic Competencies for HRD Leaders
Leading Effective Organizations
Evaluation & Return on Investment (ROI) Concentration Courses:
The Evaluation Process
Evaluation and Assessment in Practice
Evaluating the Value & Impact of Human Resource Development Interventions
Instructional Design & E-Learning Concentration Courses:
Introduction to Instructional Design
The Purpose and Business of E-Learning
E-Learning Technologies
Project Management Concentration Courses:
Introduction to Project Management
Project Planning & Scheduling
Project Leadership & Teamwork
Total Credits45.0

Education Faculty

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) Program Director of the Human Resource Development. Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational learning, 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 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.
Marlene Hilkowitz 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.
Michel L. Miller O'Neal, PhD (University of Miami). Assistant Professor. Special education; Autism Spectrum Disorders; Program evaluation
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.
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
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.
Tina Richardson, PhD (University of Maryland) Associate Dean for Academic Affairs. Minority student development, multicultural competence, impact of international experiences abroad on personal and professional development.
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.

Interdepartmental Faculty

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).
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.

Emeritus Faculty

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.
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