The School of Education

The School of Education offers Pennsylvania Department of Education-approved programs to certify students who want to become teachers. Undergraduate students have the option to choose from a variety of traditional full-time and non-traditional part-time on-campus and online programs. These programs are designed to meet the needs of a variety of diverse learners who wish to pursue a bachelor’s degree and Pennsylvania State Certification in elementary (grades Prek-4), middle level (grades 4-8) and/or secondary (grades 7-9). 

School of Education undergraduate students have the option to choose from the following program options: BS on-campus (full or part-time) taking day or evening courses, or the part-time Online BS Degree completion program. In addition, any Drexel non-education undergraduate student who is interested in becoming a teacher has the option to enroll in either the BS/MS or BA/MS Dual Degree programs (4 or 5 year options) regardless of their major.

The School of Education seeks to enrich knowledge and practice related to lifespan learning, based on the most current and appropriate research and practice. Our goal is to improve human understanding through programs and activities that emphasize creative uses of human effort, technology, leadership, and problem solving.

About the Curriculum

The School of Education's programs apply the most updated trends in theory, instruction, and leadership, with an emphasis on effective teaching integrating the sciences, enhancing teaching by using technology, two central components of every Drexel Education. In addition, this is the only such program in the country to incorporate a six-month paid internship in industry related to the student’s area of certification or individual interest.

Certification for classroom instruction is organized according to the two majors, the BS in Elementary Education and the BS in Secondary Education.  Below is a list of all certification areas currently offered by the School of Education.

  • Elementary education
    • Elementary: PK-4
    • Elementary: PK-4 and Special Education
    • Middle Level Math and English
    • Middle Level Science and English
    • Middle Level Science and Math
  • Secondary education (grades 7-12)
    • Biology
    • Chemistry
    • Earth and Space Science
    • English
    • General Science
    • Mathematics
    • Physics
    • Social Studies
    • Environmental Education (grades K-12)

Students may acquire certification in more than one subject area.

The School of Education uses university-wide resources to prepare fully qualified teachers at both the elementary and secondary levels. The Teacher Education Program at Drexel University is closely aligned with National INTASC Teaching Standards as well as the Pennsylvania Department of Education’s Four Domains for Professional Teaching.  In addition, the Teacher Ed Program has identified seven Program Outcomes, which identify the specific qualities that set the Drexel Teacher Candidate apart from other candidates in the field.  These program outcomes are directly aligned with the Drexel University Student Learning Priorities (DSLP).  It is expected that students exiting the Teacher Education Program at Drexel University will exhibit these seven standards in his/her professional teaching  practice.

Program Outcomes:

1.      The teacher candidate demonstrates independent and creative academic leadership skills that can be applied in the classroom, school community and the profession.

2.      The teacher candidate understands the changing role of the educator in an increasingly diverse society, and applies this understanding in the classroom, school community and profession.

3.      The teacher candidate holds a global perspective on current issues in education, understands best pedagogical practices, and utilizes this knowledge in the classroom, school community and profession.

4.      The teacher candidate recognizes the importance of the application of educational research as a tool to explore critical aspects of teaching and learning in PK-12 setting.

5.      The teacher candidate demonstrates a strong academic background in all subject areas that meet PDE content requirements, with strong emphasis on mathematics and science.

6.      The teacher candidate can effectively integrate tools of technology in curriculum, assessment and instruction to enhance PK-12 student learning.

7.      The teacher candidate demonstrates the ability to reflect upon one’s professional practice through the successful completion of course work and engagement in experiential learning to promote positive, transformative change within the profession.

Pennsylvania Instructional I Teaching Certifications

There are multiple ways for Drexel University students to obtain their initial and add-on teaching certifications in Pennsylvania while pursuing their current major at Drexel. Education majors have the opportunity to achieve these certifications through the Bachelors of Science Education program, the BS/MS dual degree, the graduate level Post-baccalaureate (PBC) and Masters (MS) in Teaching Learning and Curriculum programs.

Non-teaching education majors may have the opportunity to build teacher certification into their program of study as electives, depending on their major. Those students who cannot manage the whole certification program may opt to participate in the (non-certification) education minor. Undergraduate students also have the option to enroll in as many content courses as can be managed in their undergraduate degree and then finish their teaching certification requirements through the Post-baccalaureate Teaching Certification or Masters in Teaching Learning and Curriculum programs.  Additionally, undergraduate non-education majors can pursue a Master’s degree in Teaching, Learning, and Curriculum with Teaching Certification through the BA/MS or BS/MS dual degree route while in their current major provided they meet and maintain the program’s minimum criteria of a 3.0 cumulative GPA requirement and have completed no more than 90-120 credits at Drexel at the time of applying for the dual degree program.

*Please note that during a Drexel student’s senior year, undergraduate students have the option to take up to and including 9 graduate credits in core pedagogy education courses that can be applied to a future graduate level Post-baccalaureate Teacher Certification or MS degree program at Drexel provided that these graduate credits are not required for UG degree completion and the student received a minimum grade of a “B” in those graduate courses.

Please be advised that the Pennsylvania Department of Education requires that all teacher certification candidates must maintain a 3.0 GPA in their degree or certification program in order to be recommended for state certification.

Combination certifications are available from the School of Education. Sample combinations include:

  • Grades PreK-4 certification, with certification in Special Education.
  • Biology certification, with courses for additional certification in chemistry.
  • Chemistry certification, with courses for additional certification in biology.
  • Earth and space science certification, with courses for additional certification in chemistry.
  • Earth and space science certification, with courses for additional certification in physics.
  • Mathematics certification, with courses for additional certification in physics.
  • Physics certification, with courses for additional certification in mathematics.

Students pursuing the appropriate majors in the College of Arts and Sciences may also complete the requirements for certification within their area of study.

For more information, please contact the Program Manager or the School of Education at 215.895.6770.

Post-Graduate Opportunities

Students obtain employment in the School District of Philadelphia and neighboring school districts in Pennsylvania and such surrounding states as New Jersey, Delaware, Ohio, and New York. Often, students begin a graduate degree program in combination with their employment.

Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List on the Drexel University Writing Center page. Students scheduling their courses in Banner/DrexelOne can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.

Co-Operative Education

Drexel University has long been known for its co-operative education program, through which students combine periods of fulltime, career-related employment with their studies. Internship employment is a requirement for all teacher education majors.

The BS degree is completed in four years. In addition to the Pennsylvania Department of Education’s (PDE) state mandated field experiences and 12 week student teaching, this program includes one six-month internship period of full-time employment related to the student's initial area of teacher certification. The goal of the co-op program in teacher education is to provide real-world experiences for future teachers to use in their classrooms.

Students typically participate in co-ops during their fall and winter terms of their sophomore year and pursue varied positions geared directly to their area(s) of certification. Candidates are asked to pursue a position that would allow them to see other areas of education that reach beyond K-12 teaching. This caveat to the requirement allows candidates to understand the broadness and extensive nature of the field of education both nationally and internationally.

 Students have interned in a variety of institutions or museums such as the Philadelphia School District, the Philadelphia’s Please Touch Museum, Drexel’s Academy of Natural ScienceMuseum, the Philadelphia Dream Academy, Children’s Hospital of Philadelphia, and the Franklin Institute Science Museum just to name a few.

While the BS/MS 5 year dual degree program offers both a co-op, PA state mandated field experiences and student teaching, the BS/MS 4 year dual degree program only requires the PA state mandated field experiences and student teaching, not a co-op experience.

Facilities

The Drexel Center for the Prevention of School-aged Violence  is located within the School of Education at Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104. The mission of the center is to create public awareness around the need for youth-focused, evidence-based efforts aimed at preventing youth violence from occurring in environments where youth grow, learn, and recreate.

Our vision is to help ensure that all youth possess the requisite social and cognitive skills to prevent violence on their own, which includes developing conflict resolution and mediation skills. We also strive to inform policy leaders and stakeholders of the various types of evidence-based activities that prevent school-aged violence.

The Math Forum is a leading center for mathematics and mathematics education on the Internet. Operating under Drexel's School of Education, our mission is to provide resources, materials, activities, person-to-person interactions, and educational products and services that enrich and support teaching and learning in an increasingly technological world.

For more information about these and other School of Education centers, visit the Centers of Goodwin College website.

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). Clinical Professor. Leadership, sociological explorations of emotions occurring in organizational contexts, contextual issues confronting organizations.
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 Sacramento MS in Higher Education. 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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