About the Program
Master of Science: 45.0 quarter credits
The MS in Human Resource Development, 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 experience.
Human resource development (HRD) refers to the principles, methods, and techniques for assessing and responding to the learning and organization 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 through either the School of Education or the LeBow College of Business. 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 Learning 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 Learning 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
| EHRD 500 | Foundations of Human Resources Development | 3.0 |
| EHRD 600 | Organizational Consulting | 3.0 |
| EHRD 601 | Leading and Evaluating Change | 3.0 |
| EHRD 602 | Coaching and Mentoring for Sustainable Learning | 3.0 |
| EHRD 603 | Performance Competencies | 3.0 |
| EHRD 604 | Development of Human Resources | 3.0 |
| EHRD 606 | Human and Organizational Performance | 3.0 |
| EDHE 660 | Principles of Adult Education | 3.0 |
| EDUC 804 | Program Evaluation in Organizations | 3.0 |
| * | 3.0 |
| EHRD 715 | Capstone Co-op with Portfolio I | 1.5 |
| EHRD 716 | Capstone Co-op with Portfolio II | 4.5 |
| |
| Leading Effective Organizations | |
| Strategic Human Resource Management | |
| Organizational Learning & Strategy | |
| The Evaluation Process | |
| Evaluation and Assessment in Practice | |
| Evaluating the Value & Impact of Human Resource Development Interventions | |
| The Purpose and Business of E-Learning | |
| E-Learning Technologies | |
| Introduction to Instructional Design | |
| Introduction to Project Management | |
| Project Planning & Scheduling | |
| Project Management Leadership | |
| Total Credits | 45.0 |
Education Faculty
W. Edward Bureau, PhD (University of Pennsylvania) Director of the Sacramento EdD. Clinical Associate Professor. Leadership, supervision, and capacity development.
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 the MS in Higher Education Program at the Center for Graduate Studies in Sacramento. Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Southwestern Louisiana). Auxiliary Assistant Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Higher Education Program. Auxiliary Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Marion Dugan, EdD (University of Pennsylvania). Auxiliary Associate Professor. Language arts, student teaching.
Stephen C. Ehrmann Associate Clinical Professor. Learning technologies, learning science, assessment, evaluation, and professional development strategies, used to help educators make visible improvements in programmatic learning outcomes.
Salvatore V. Falletta, EdD (North Carolina State University) Associate Director for the Human Resource Development (HRD) program at Drexel 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.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Assistant 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). Auxiliary Assistant Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University). 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.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
Elizabeth Haslam, PhD (University of Pennsylvania). Auxiliary Associate Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Kristine Lewis, PhD (Temple University). Assistant 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) Dean, Goodwin College of Professional Studies. Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Sonya Martin, PhD (Curtin University, Science and Mathematics Education Centre, Perth, Australia). Assistant Professor.
Michel Miller, PhD (University of Miami, Florida). Auxiliary Assistant Professor. Special education.
Sarah P. Reynolds, EdD (Saint Joseph’s University) Program Director. Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Ellen B. Scales, PhD (Pennsylvania State University). Auxiliary Assistant Professor. Literacy, mathematics education, special education.
Jason Silverman, PhD (Vanderbilt University.) Director of the Program in Mathematical Learning and Teaching. Assistant 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.
David A. Urias, PhD (University of Virginia). Assistant Professor. International education, educational assessment, the influence of corporate philanthropy on higher education.
Sheila Vaidya, PhD (Temple University) Associate Director of Research and Outreach Programs. Associate Professor. Educational psychology, school psychology, research design.
Interdepartmental Faculty
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).
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.
