Teaching, Learning and Curriculum

Major: Teaching, Learning, and Curriculum
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Classification of Instructional Programs (CIP) code: 13.1399
Standard Occupational Classification (SOC) code: 11-9039


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
EDLT 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 (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.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical 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.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Higher Education Program. 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.
Salvatore V. Falletta, EdD (North Carolina State University) Director of 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). 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.
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 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.
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.
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.
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.
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.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematical Learning and Teaching. 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.
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) 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. Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis

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