Teaching, Learning and Curriculum

Major: Teaching, Learning, and Curriculum
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1399
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 requirements to pursue initial Pennsylvania teacher certification for grade level PreK-4 or a variety of secondary subject areas (grades 7 - 12); or (Track II) earning a master's degree to enhance an existing career as a classroom teacher, preparation for additional certifications or for advanced research degrees such as EdD and PhD.

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. Students are required to synthesize theoretical and practical knowledge through field study in an approved PreK-12 school setting. All candidates are also required to complete supervised field experiences, including a full-time student teaching experience for a minimum of 12 consecutive weeks.

Successful completion of the core pedagogy courses, satisfactory participation in all required field based experiences, subject area content knowledge requirements and state licensure exams allows for recommendation for PA Instructional I certification.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track 1) will:

  • Demonstrate independent and creative academic teacher leadership skills that can be applied in the classroom, school community and the profession
  • Understand the changing role of the educator in an increasingly diverse society from both an urban and a global perspective, and applies this understanding of best practice supported by educational research
  • Demonstrate the ability to reflect upon professional practice during engagement in experiential learning and against a framework of understanding of best practice supported by educational research
  • Demonstrate a strong academic background in all subject areas that meet Pennsylvania Department of Education (PDE) content requirements with emphasis on STEM, and can effectively integrate tools of technology in curriculum, assessment and instruction to enhance PK-12 student learning
  • Demonstrate the ability to create and maintain a positive and democratic classroom climate that supports and facilitates learning for all students.

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.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track II) 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.

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.

Concentration options include Adult Education and Organization Development, Autism Spectrum Disorders, Creativity and Innovation, Education Policy, Global and International Education, Higher Education, Learning Technologies and Multisensory Reading Instruction Level I possess a PA Instructional I certification including Reading Specialist and Teaching English as a Second Language (TESL).

Students may also customize a concentration including professional electives from other academic departments based on their interests and professional goals.

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 for both tracks.
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. Students may also pursue the MS in Teaching, Learning and Curriculum; Track I without pursuing PA Instructional I Certification.

Core Courses
Completion of the following 30.0 (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. Students on Track I who do not wish to pursue PA Instructional I Certification, or who do not qualify for PA Instructional I certification may complete the MS Degree without a concentration by completing 15.0 credits of Core Pedagogy and 30.0 credits of MS Electives.

Track II: Advanced Studies in Teaching, Learning and Curriculum

A minimum of 45.0 credits is required including 27.0 credits of professional core, research policy, and and organization courses and 18.0 credits of concentration electives. Students may choose from the following concentration options with the approval of a graduate academic advisor and the program director:

  • Adult Education and Organization Development
  • Autism Spectrum Disorders
  • Creativity and Innovation
  • Education Policy
  • Global and International Education
  • Higher Education
  • Learning Technologies
  • Multisensory Reading Instruction Level I
  • Reading Specialist (49.0 credits required to complete MS)
  • Teaching English as a Second Language (TESL)
  • Customized concentration (including professional electives from various academic departments:
    • Educational Administration (qualified candidate may begin course work toward the 24.0 credit School Principal K-8 Certification program)
    • Instructional Technology (qualified candidate may begin course work toward the 28.5 credit Instructional Technology Specialist Certification program)

Program Requirements

Teacher Education Core Pedagogy
EDEX 542Fundamentals of Special Education3.0
EDEX 544The Inclusive Classroom (Field experience required)3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 525Multi-Media Instructional Design3.0
EDUC 565Foundations in Instructing English Language Learners (Field experience required)3.0
Total Credits15.0
Concentration in Elementary Education (Grades PreK-4)
EDEX 546Literacy and Content Skill Development PreK-8 (Field experience required)3.0
EDUC 506Assessment of Young Learners3.0
EDUC 513Elementary Science Teaching Methods3.0
EDUC 521Typical and Atypical Development in Early Childhood Education (Field experience required)3.0
EDUC 529Early Literacy (Field experience required)3.0
EDUC 539Expressive Arts3.0
EDUC 540Field Experience (12 week full time student teaching)3.0
EDUC 555Social Studies Teaching Methods3.0
MTED 517Mathematics Methods and Content (PreK-4) (Field experience required)3.0
Professional Elective3.0
Total Credits30.0
Secondary Education (Grades 7-12) - Concentration in Biology, Physics, Chemistry, General Science, Earth and Space, Math, English or Social Studies
EDEX 566Literacy and Content Skill Development 7-12 (Field experience required)3.0
Candidate will select appropriate methods course for area of certification. Field experience required. Consult advisor
EDUC 538English Teaching Methods (Field experience required)3.0
or EDUC 514 Science Teaching Methods
or EDUC 556 Secondary Social Studies Methods (7-12)
or MTED 519 Teaching Secondary Mathematics
EDUC 515Adolescent Learners in Secondary Schools (Field experience required)3.0
EDUC 522Evaluation of Instruction3.0
EDUC 540Field Experience (12 week full time student teaching )3.0
Professional Electives15.0
Total Credits30.0

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
EDAM 714Instructional and Curriculum Leadership 3.0
EDLT 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
EDUC 530Advanced Techniques in Instruction & Assessment3.0
EDUC 609Language & Culture in Education3.0
EDUC 700Classroom Research for Teachers I4.5
EDUC 701Classroom Research for Teachers II1.5
EDUC 813Educational Issues Seminar3.0
Policy, Law & Organization courses: Select two courses:6.0
School Law and Politics
Education Policy: Concepts, Issues, and Applications
Program Evaluation in Organizations
Concentration Courses *18.0
Candidates have an array of options to fulfill their credit requirements for their degree comprised of a formal transcriptable concentration and professional electives or creating a customizeable, non-transcripted concentration/focus area and /or professional electives. Formal transcriptable concentration options are listed below.
Concentration Options:
Adult Education & Organization Development
Foundations of Human Resource Development
Leading and Evaluating Change
Coaching and Mentoring for Sustainable Learning
Development of Human Resources
Human and Organizational Performance
Professional Elective
Autism Spectrum Disorders **
Teaching Students with Autism Spectrum Disorder
Characteristics & Methods: Autism
Characteristics & Methods: High Functioning Autism
Communication & Language Interventions: Autism Spectrum Disorders
Behavior & Sensory Support: Autism Spectrum Disorders
Professional Elective
Creativity and Innovation
Foundations in Creativity
Tools and Techniques in Creativity
Creativity in the Workplace
Research Methods and Assessment of Creative and Innovative Thinking
Global Perspectives on Creativity
Professional Elective
Education Policy ***
Education Policy: Concepts, Issues, and Applications
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics
American Educational Policy and U.S. Competitiveness
Ethics in Educational Policy Making
Access & Equity in Educational Policy Making
Professional Elective
Global & International Education
Introduction to Global, International & Comparative Education
History and Theory of Comparative Education
Culture, Society & Education in Comparative Perspective
Globalization and Educational Change
Education and National Development
Professional Elective
Higher Education
Human and Organizational Performance
Foundations of Higher Education
Governance, Management & Administration in Higher Education
Higher Education Law
Higher Education Career Development
Professional Elective
Learning Technologies
Technologies for Performance Support
Play & Learning in a Participatory Culture
Introduction to Instructional Design
The Purpose and Business of E-Learning
Professional Electives
Multisensory Reading Instruction Level 1
Applied Methods in Multisensory Reading Instruction
Early Literacy Skills
Basic Word Study I
Basic Word Study II
Multisensory Practicum I
Multisensory Practicum II
Multisensory Practicum III
Professional Electives
Teaching English as a Second Language Concentration ††
Language Learning & Teaching
Structure and Sound System of English
Design and Assessment
The Intercultural Learner
Foundations of Linguistics
Professional Elective
Total Credits45.0
*

Candidates may opt to fulfill the 18 credits in the Professional Electives and/or concentration Course component of the degree with Customized, non-transcripted Concentration and/or focus areas with graduate-level course work (500 level or higher). Sample areas are shared below, but can be mixed or matched to meet the needs of the candidate with the assistance of an academic advisor.

Customized Concentration (including professional electives from various other Drexel academic departments):

  • Educational Administration
  • Evaluation & Assessment
  • Instructional Design
  • Instructional Technology
  • Leadership in Educational Settings
  • Learning in Game-Based Environments
  • Special Education Law and Process
  • Special Education Leadership
  • Urban Education
**

EDEX 555, EDEX 556, EDEX 558, EDEX 560 and EDEX 562 requires Submission of Stage 1 or 2 Academic Year Field Placement Application and current Background Checks and Clearances.

***

Choose EDUC 804 and EDAM 705 to fulfill Policy, Law & Organization Core Course requirements if selecting the Educational Policy concentration.

EDLS 623, EDLS 625 and EDLS 626 requires Submission of Stage 1 or 2 Academic Year Field Placement Application and current Background Checks and Clearances.

††

Teaching English as a Second Language concentration requires previous state-issued Level I or II teaching certificate; EDUC 602, EDUC 604, EDUC 606 and EDUC 608 requires submission of Practicum Applications and current Background Checks and Clearances; and Action Research Project Supervised by ESL Certified Teacher in Public/Charter School.

Sample Plan of Study

Track I: Initial Certification Track - Secondary Education (Grades 7 - 12) - Students must declare a concentration in Biology, Chemistry, General Science, Earth and Space Science, Physics, Mathematics, English or Social Studies and take appropriate course for concentration during Term 5
 

First Year
Term 1Credits
EDEX 542Fundamentals of Special Education3.0
EDUC 520Professional Studies in Instruction3.0
 Term Credits6.0
Term 2
EDEX 544The Inclusive Classroom3.0
EDUC 515Adolescent Learners in Secondary Schools3.0
 Term Credits6.0
Term 3
EDEX 566Literacy and Content Skill Development 7-123.0
Professional Elective3.0
 Term Credits6.0
Term 4
EDUC 525Multi-Media Instructional Design3.0
EDUC 522Evaluation of Instruction3.0
 Term Credits6.0
Second Year
Term 5
EDUC 514, MTED 519, EDUC 538,
or EDUC 556
Science Teaching Methods
Teaching Secondary Mathematics
English Teaching Methods
Secondary Social Studies Methods (7-12)
3.0
Science, Math, English or Social Studies Teaching Methods course
 
Professional Elective3.0
 Term Credits6.0
Term 6
EDUC 540Field Experience3.0
 Term Credits3.0
Term 7
EDUC 565Foundations in Instructing English Language Learners3.0
Professional Elective3.0
 Term Credits6.0
Term 8
Professional Elective3.0
Professional Elective3.0
 Term Credits6.0
Total Credit: 45.0

Track I: Initial Certification Track - Elementary Education (Grades PreK-4) 

First Year
Term 1Credits
EDEX 542Fundamentals of Special Education3.0
EDUC 520Professional Studies in Instruction3.0
 Term Credits6.0
Term 2
EDUC 525Multi-Media Instructional Design3.0
EDEX 544The Inclusive Classroom3.0
 Term Credits6.0
Term 3
EDUC 521Typical and Atypical Development in Early Childhood Education3.0
EDEX 546Literacy and Content Skill Development PreK-83.0
 Term Credits6.0
Term 4
EDUC 513Elementary Science Teaching Methods3.0
EDUC 506Assessment of Young Learners3.0
 Term Credits6.0
Second Year
Term 5
MTED 517Mathematics Methods and Content (PreK-4)3.0
EDUC 529Early Literacy3.0
 Term Credits6.0
Term 6
EDUC 540Field Experience (Mandatory Full time Student Teaching)3.0
 Term Credits3.0
Term 7
EDUC 555Social Studies Teaching Methods3.0
EDUC 565Foundations in Instructing English Language Learners3.0
 Term Credits6.0
Term 8
EDUC 539Expressive Arts3.0
Professional Elective3.0
 Term Credits6.0
Total Credit: 45.0

Track II: Advanced Studies in Teaching, Learning and Curriculum 

Term 1Credits
EDUC 609Language & Culture in Education3.0
Concentration or PLO Course3.0
 Term Credits6.0
Term 2
EDUC 530Advanced Techniques in Instruction & Assessment3.0
EDLT 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
 Term Credits6.0
Term 3
EDAM 714Instructional and Curriculum Leadership 3.0
Concentration Course3.0
 Term Credits6.0
Term 4
EDUC 813Educational Issues Seminar3.0
Concentration Course3.0
 Term Credits6.0
Term 5
EDUC 700Classroom Research for Teachers I4.5
 Term Credits4.5
Term 6
EDUC 701Classroom Research for Teachers II1.5
Concentration Course3.0
 Term Credits4.5
Term 7
Concentration or PLO Course3.0
Concentration Course3.0
 Term Credits6.0
Term 8
Concentration or PLO Course3.0
Concentration Course3.0
 Term Credits6.0
Total Credit: 45.0

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.
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 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). 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.
Alonzo Flowers III, PhD (Texas A&M University). Assistant Professor. Higher Education/Higher Education Administration.
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). Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University). 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.
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 (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.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Jennifer Katz-Buonincontro, PhD (University of Oregon). 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.
Valerie Klein, PhD (University of Pennsylvania). 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.
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). 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; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
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. Contextually responsive leadership, leadership for social justice, leadership for learning, community school strategies.
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.
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). 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.
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) 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, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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