Master of Science in Teaching, Learning & Curriculum

Master of Science: 45.0 quarter credits

About the Program

The MS in Teaching, Learning, and Curriculum program provides two options: (Track I) earning a master's degree while completing initial certification to become a classroom teacher; or (Track II) earning a master's degree to enhance an existing career as a classroom teacher. Students in Track II select an area of concentration from among a variety of options, providing an opportunity for intensive study in teaching, learning, and curriculum; educational leadership; international education; instructional technology; or higher education. Students may also customize their own concentration based on their interests and professional needs.

Track I: Initial Pennsylvania Teacher Certification

This track incorporates current research on teaching and provides in-depth preparation in pedagogy, curriculum development, teaching students with special needs, implications of learner and task characteristics for instructional design, scaffolding instruction for diverse learners, the latest techniques in evaluation of instruction, and use of interactive technology in instruction. The student is provided opportunities to synthesize theoretical and practical knowledge through field study.

Successful completion of the core pedagogy courses, subject area content courses and state licensure exams allows for recommendation for PA Instructional I certification.

Track II: Advanced Studies in Teaching, Learning and Curriculum

This track is designed to provide students with advanced teaching knowledge and skills well beyond that required for initial Pennsylvania certification. Graduates will be prepared to function in a variety of roles as instructors, instructional leaders or researchers in local, state, national and international organizations, foundations, associations, corporations and private educational institutions. The program also provides a strong foundation for doctoral level studies.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum will:

  • Possess advanced knowledge related to effective instruction in a variety of educational settings.
  • Demonstrate skills in developing, analyzing, implementing, and evaluating existing and new instructional strategies and practices in a variety of educational institutions/organizations.
  • Exhibit outstanding leadership, organizational, cross cultural, inter-personal and advocacy skills including the ability to communicate effectively with internal and external groups.
  • Have in-depth knowledge of both public and private (non-profit and for-profit) institutions as well as small and large institutions.

Admission Requirements

Admission to the MS in Teaching, Learning and Curriculum will follow the University standards for admission to graduate study including receipt of a bachelor’s degree from an accredited college or university with an earned GPA of 3.0 on a 4.0 scale. Undergraduates who meet the rigorous requirements for participation in a Bachelor’s and Master Dual Degree Program may also be considered. Ideally, a successful candidate will possess a public school teaching certificate or, in the case of an undergraduate pursuing the BS/MS track, complete teacher certification requirement in conjunction with the MS degree.

Prospective students can learn about specific admission requirements by visiting the Graduate Admissions at Drexel University website.

Degree Requirements 

Track I: Initial Pennsylvania Teacher Certification

A minimum of 45.0 credits is required for students with or without prior certification for the Master of Science degree.

Core Courses
Completion of the following 33.0 (secondary certification) credits or 42.0  (PreK-4) credits of core pedagogy courses allows for recommendation for PA Instructional I certification. View the requirements on the Post-Baccalaureate Teaching Certificate: Elementary Pre-K-4 and Secondary Concentrations page for additional information on requirements for specialization in subject areas.

Secondary Education Core Courses
EDEX 542Fundamentals of Special Education3.0
EDEX 544The Inclusive Classroom3.0
EDEX 566Literacy and Content Skill Development 7-123.0
EDUC 514Science Teaching Methods3.0
EDUC 515Adolescent Learners in Secondary Schools3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 522Evaluation of Instruction3.0
EDUC 525Multi-Media Instructional Design3.0
EDUC 540Field Experience3.0
EDUC 558Reading in the Content Areas3.0
EDUC 565Foundations in Instructing English Language Learners3.0
Professional Electives12.0
Total Credits45.0


Elementary Education (PreK-4) Core Courses
EDEX 542Fundamentals of Special Education3.0
EDEX 544The Inclusive Classroom3.0
EDEX 546Literacy and Content Skill Development PreK-83.0
EDUC 506Assessment of Young Learners3.0
EDUC 513Elementary Science Teaching Methods3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 521Typical and Atypical Development in Early Childhood Education3.0
EDUC 525Multi-Media Instructional Design3.0
EDUC 529Early Literacy3.0
EDUC 539Expressive Arts3.0
EDUC 540Field Experience (Graduate Student Teaching with Seminar)3.0
EDUC 555Social Studies Teaching Methods3.0
EDUC 565Foundations in Instructing English Language Learners3.0
MTED 517Mathematics Methods and Content (PreK-4)3.0
Professional Elective3.0
Total Credits45.0


Track II: Advanced Studies in Teaching, Learning and Curriculum

Students will complete a total of 45 credit hours consisting of seven core courses, two research courses, and six concentration courses in an approved area.  

Core Courses
EDUC 530Advanced Techniques in Instruction & Assessment3.0
EDUC 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
EDUC 609Language & Culture in Education3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDUC 813Educational Issues Seminar3.0
Select two courses from the following list:6.0
Education Policy: Concepts, Issues, and Applications
School Law and Politics
Program Evaluation in Organizations
Research Courses
EDUC 700Classroom Research for Teachers I4.5
EDUC 701Classroom Research for Teachers II1.5
Concentration Courses *18.0
Total Credits45.0


Students choose from the following concentration options with the approval of a graduate academic advisor and the program director:

  • Educational Administration
  • Global and International
  • Instructional Technology
  • Higher Education
  • Customized Concentration (including other Drexel academic departments) e.g., ESL Program Specialist, Autism Spectrum Disorders, Educational Policy, Evaluation and Assessment

Education Faculty

Jennifer Adams, EdD. Associate Clinical Professor.
Kristen Betts, EdD. Clinical Professor. Higher education administration and governance; instructional design and technology; program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania) Program Director of the EdD, Sacramento. Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. 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.
Ellen Clay, PhD (University of Louisiana, Lafayette). Assistant Clinical Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Salvatore V. Falletta, EdD (North Carolina State University) Program Director, Human Resource Development. 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. Undergraduate mathematics education; Examples of mathematical concepts; Statistics education; Proof presentation.
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). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Rod P. Githens, PhD (University of Illinois). 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. Higher education; Student affairs; College Student Civic Engagement; Latinos and Higher Education; Comparative/International Education.
John M. Gould, PhD (University of Pittsburgh) Online EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University) Program Director, Educational Administration. 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; 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). Professor. Urban education; gender equity; sports science; science literacy and education; conceptual change learning.
Paul Harrington, EdD (University of Massachusetts) Director, Center for Labor Markets & Policy. Professor. Health labor markets; Teen and young adult job access; Disability in the labor market; College labor market; Workforce development, planning, and evaluation.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
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.
Deanna Hill, JD, PhD (University of Iowa, University of Pittsburgh) Program Director, Higher Education. Assistant Clinical Professor. Educational law and politics; Access and equity; Critical race theory; Global and international education.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration; Adult learning; Survey & instrument design; Role of emotion in cognitive (creative) abilities; Psychology of developing creative thinking & problem-solving abilities in leaders.
Kristy Kelly, PhD (University of Wisconsin-Madison) Program Director of Global and International Education. Assistant Clinical Professor. Politics of knowledge; Women and educational leadership; Transnational feminisms; Feminist pedagogies; Training and adult education.
Vera J. Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Literacy teaching and learning K-12, information and digital literacies, preservice and inservice teaching development in diversity theme online courses, sociocultural issues related to teaching English Language Learners and engaging immigrant parents.
Bruce Levine, JD (New York University School of Law) Program Director of Educational Policy. Assistant Clinical Professor. Relationship between US private sector and not-for-profit funders with K-12 systems and higher education; Global/humane/moral/civics education; Holistic approach to urban education.
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.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquense University). Associate Clinical Professor. Positive Communication and Collaboration among Educators, Service Providers and Families of Exceptional Children; Legal Rights of Exceptional Children; Alternative and Early Dispute Resolution in Special Education.
Kenneth J. Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor.
Michel L. Miller O'Neal, PhD (University of Miami, Florida). Assistant Professor. Special education; Autism Spectrum Disorders; Program evaluation
Joyce Pittman, PhD (Iowa State University of Science and Technology) Program Director of the EdD, Harrisburg. Associate Clinical Professor. Educational and digital equity; Online learning pedagogy; Educational reform, policies and practices/teacher education.
Fredricka K. Reisman, PhD (Syracuse University) Director of Drexel/Torrance Center for Creativity and Innovation. Professor. Learning K-8 mathematics; Applying creativity and innovation to engineering education; Applying creativity and innovation to learning in educational and corporate settings.
Lori Severino, EdD (Neumann University) Program Director for Special Education. Assistant Clinical Professor. Reading Comprehension strategies; Brain research in reading; Secondary Reading Assessments.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematics Learning and Teaching; PhD Director. 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 Director of Research and Outreach Programs. Associate Professor. Educational psychology, school psychology, research design.
Charles A. Williams, PhD (Temple University) Psychology and Education Stoneleigh Foundation Fellow. Associate Teaching Professor. Prevention of school-aged violence; Bullying awareness, education and prevention; Outcomes for youth in placement; Social skills and learning in school–aged youth.
M. Hope Yursa Assistant Clinical Professor.

Interdepartmental Faculty

Jacqueline Genovesi, PhD (Drexel University) Director of Museum Education Certificate; 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

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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