Creativity and Innovation MS
Major: Creativity and Innovation
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.9999
Standard Occupational Classification (SOC) code: 11-9199
About the Program
Creativity and Innovation are indispensable skills for achieving success in any field in today's dynamic and competitive world. The ability to engage in creative problem solving and generate new and novel ideas is crucial for overcoming the ever-evolving challenges that arise across work settings, including those of a school principal, CEO, teacher, manager or employee. By embracing the spirit of creativity and the principles of creative problem solving, students in the MS in Creativity & Innovation program can be transformed into change leaders capable of breaking the status quo by suggesting innovative ideas to key decision makers within their schools or organizations and facilitating their implementation leading to great success.
Creativity is multidisciplinary and an essential component of all professional fields. The MS in Creativity & Innovation program is crafted to equip students with the necessary skills to address problematic situations within various settings -- from chemistry to engineering, from education to computer science, and from sociology to business. Upon successful completion of the program, students will have developed a lifelong toolkit to identify "the real problem" and create actionable solutions that drive meaningful change within an organization, as well as their personal life. Additionally, students will enable their organizations to foster a culture of creativity and innovation empowering them to develop other creative problem solvers within their workplace.
The MS in Creativity & Innovation offers a unique and comprehensive interdisciplinary approach to learning that will help students unleash their creative potential, motivate themselves and others, and develop practical skills that can be applied in any field. With a range of career opportunities and flexible learning options, this program is an excellent choice for anyone looking to advance their career and make a meaningful impact in their field.
Additional Information
For more information, visit the Drexel University Online MS in Creativity and Innovation website.
Degree Requirements
Students will complete a minimum of 45.0 credit hours consisting of eight core courses, three professional elective courses, and four concentration courses in an approved or customized area.
Note: Any course listed under a possible concentration may serve as a Professional Elective.
| Core Courses | ||
| CRTV 501 | Foundations in Creativity | 3.0 |
| CRTV 502 | Tools and Techniques in Creativity | 3.0 |
| CRTV 503 | Creativity in the Workplace | 3.0 |
| CRTV 610 | Creativity and Change Leadership | 3.0 |
| CRTV 615 | Neuroscience, Creativity and Innovation | 3.0 |
| CRTV 630 | Global Perspectives on Creativity | 3.0 |
| CRTV 650 | Current Trends in Creativity & Innovation | 3.0 |
| CRTV 660 | Diagnostic Creative Intervention | 3.0 |
| Professional Electives or Graduate Minor in Mind, Brain & Learning (MBGM)* | 9.0 | |
| Choose 3 courses: | ||
| Mind, Brain and Learning | ||
| Neurodiversity in Education and Workforce | ||
| Neuropedagogy and Assessment | ||
| Leadership in Educational Contexts and Systems | ||
| Diversity, Equity, and Social Justice in Education | ||
| *Successfully completing CRTV 600, CRTV 604, and CRTV 608 in addition to the required CRTV 615 Core Course fulfills requirements for Graduate Minor in MB&L | ||
| Concentration Course Options (See listing of possible concentrations below) | 12.0 | |
Human Resource Development | ||
| Foundations of Human Resources Development | ||
| Coaching and Mentoring for Sustainable Learning | ||
| Organization Development and Change | ||
| Strategic Human Resource Development | ||
or EHRD 660 | Principles of Adult Learning | |
Global & International Education | ||
| Global, International & Comparative Education | ||
| Culture, Society & Education in Comparative Perspective | ||
| Education for Global Citizenship, Sustainability, and Social Justice | ||
| Measuring the World: Education and National Development | ||
Higher Education | ||
| Foundations of Higher Education and Governance | ||
| Higher Education Career Development, Leadership & Application | ||
| Legal Issues & Ethics in Higher Education | ||
| Principles of Adult Learning | ||
Learning Technologies | ||
| The Learning Sciences | ||
or EDLT 512 | Using and Integrating Learning Technologies | |
| Learning Engineering | ||
| Instructional Design Methods | ||
| Play & Learning in a Participatory Culture | ||
or EDLT 591 | Learning Analytics: Lenses on students, teaching, and curriculum enactment | |
Learning in Game-Based Environments | ||
| Foundations of Game-Based Learning | ||
| Play & Learning in a Participatory Culture | ||
| Integrating Games & Pedagogical Content Knowledge | ||
| Instructional Design Methods | ||
Custom-Designed Concentration | ||
A custom-designed concentration will consist of 12.0 credits of professional electives that will be selected in consultation with the Program Director and/or Advisor. You may also choose to declare a Graduate Minor. | ||
| Total Credits | 45.0 | |
Sample Plan of Study
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| CRTV 501 | 3.0 | CRTV 502 | 3.0 | CRTV 503 | 3.0 | CRTV 650 | 3.0 |
| CRTV 610 | 3.0 | Concentration Course or Professional Elective | 3.0 | Concentration Course or Professional Elective | 3.0 | Concentration Course or Professional Elective | 3.0 |
| 6 | 6 | 6 | 6 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| CRTV 615 | 3.0 | Concentration Course or Professional Elective | 3.0 | CRTV 660 | 3.0 | ||
| CRTV 630 | 3.0 | Concentration Course or Professional Elective | 3.0 | Concentration Course or Professional Elective | 3.0 | ||
| Concentration Course or Professional Elective | 3.0 | ||||||
| 6 | 6 | 9 | |||||
| Total Credits 45 | |||||||
Note: If choosing only 3.0 credits, Second Year Summer will be less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students this term.
Program Level Outcomes
Upon completion of the program, graduates will be prepared to:
- Apply knowledge and skills gained from the program of study to the achievement of goals in a worksite environment, especially including, educational, corporate, military.
- Assess personal ethical values, recognize ethical issues in a variety of settings, and consider and assess the consequences of alternative actions.
- Delineate and accept diversity in global research, values, cultures, and other relevant issues.
- Delineate and demonstrate the principles of visionary and creative leadership.
- Demonstrate the skills and knowledge to access, evaluate and use information effectively, competently, and creatively.
- Establish goals and monitor progress toward them by demonstrating an awareness of the personal, environmental and task-specific factors that affect attainment of the goals.
- Make appropriate use of technologies to communicate, collaborate, solve problems, make decisions, and conduct research, as well as foster creativity and life- long learning.
- Use quantitative and qualitative analysis, and scientific reasoning to analyze, and synthesize; to identify and solve real world problems and discover new ideas.
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 ). Associate 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.
Eric Brewe, PhD (Arizona State University). Associate Professor. Physics Education Research, introductory course reform, network analysis in learning, neuromechanisms of learning.
Stephanie Smith Budhai, PhD (Drexel University). Associate Clinical Professor. Teacher and higher education, culturally responsive teaching, equity and social justice, online learning, community engagement and service-learning, family involvement and partnerships, and learning technologies.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh) Department Head, Global Studies and Modern Languages. Professor. Comparative and international education, education of ethnic and linguistic minorities, refugees, China studies.
James Connell, PhD (Louisiana State University) Founding Clinical Core 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.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). 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 Dean for Academic Affairs and Graduate Studies. Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Rajashi Ghosh, PhD (University of Louisville, Kentucky) Department Chair for Policy, Organization & Leadership. 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. Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
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.
H. Bernard Hall, PhD (Temple University). Assistant Professor. Hip-hop Pedagogy, English Education, Urban Teacher Education.
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.
Deanna Hill, JD, PhD (University of Pittsburgh). Associate Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Senior Vice Provost for Faculty 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 Dean of Research. Associate Professor. Educational administration, leadership development, survey & instrument design.
Larry Keiser, PhD (Drexel University). Assistant Clinical Professor. Education and corporate/business leaders’ creativity and entrepreneurial mindsets; creative school/work environments; neuroscience of creativity; everyday creativity for teachers and educators.
Kristy Kelly, PhD (University of Wisconsin, Madison). Associate Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Cameron Kiosoglous, PhD (Virginia Tech University) Program Director. Assistant Clinical Professor. Coached on the USRowing National Team staff since 2002, including the 2004, 2008, 2012, and 2016 Olympic Games; coaching development; measuring coaching quality; self-insight and reflective practices; coaching leadership; conference presenter; published author.
Valerie Klein, PhD (Amherst College). Associate 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.
Peggy Kong, PhD (Harvard University). Associate Clinical Professor. Comparative and international education, equity in education, family and community, Chinese education and society, sociology of education
Michael G. Kozak, Ed.D. (Rowan University). Assistant Clinical Professor. Leadership, STEAM, online and blended learning environments, systems thinking, experiential learning, K-12 education, and facilitating change
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
Vera Lee, EdD (University of Pennsylvania) Department Chair for Teaching, Learning & Curriculum. Associate 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). Associate Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). 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). 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
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Harriette Rasmussen, EdD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and change.
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). 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.
Janet Sloand, EdD (Duquesne University) Department Chair for Teaching, Learning & Curriculum. Associate Clinical Professor. Special Education Leadership, Trauma-informed care, Parent engagement in special education service delivery.
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
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Clinical Professor. Designing effective and efficient community-based interventions, Severe behavior disorders, Functional behavior assessment
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.
Emeritus Faculty
Mary Jo Grdina, PhD (Case Western Reserve University). Clinical Professor. Undergraduate studies, science education, curriculum design.
Joyce Pittman, PhD (Iowa State University of Science and Technology). 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
Fredricka K. Reisman, PhD (Syracuse University) School of Education, Founder, Drexel School of Education. Professor Emerita. Director, Freddie Reisman Center for Translational Research in Creativity and Motivation, Creator and Former Director-Creativity and Innovation Programs, Co-Director- Drexel/Torrance Center for Creativity and Innovation, Drexel University Named Recognition- Freddie Reisman Faculty Scholarly and Creative Activity Awards
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