Educational Leadership and Management EdD

Major: Educational Leadership and Management
Degree Awarded: Doctor of Education (EdD)
Calendar Type: Quarter
Minimum Required Credits: 59.0
Classification of Instructional Programs (CIP) code: 13.0401
Standard Occupational Classification (SOC) code:
 11-9033

About the Program

The Doctor of Education (EdD) in Educational Leadership and Management is a part-time doctoral program designed to be completed in three or five years. The EdD experience ensures graduates develop the advanced knowledge, skills, and dispositions to solve complex problems of practice and lead change at the individual, group, and organizational levels. The curriculum focuses on sustainable leadership, systems inquiry, equity and social justice, and research in practice. The EdD program prepares graduates for leadership roles in public school districts, universities and colleges, foundations and organizations, corporations, healthcare organizations, and/or government agencies.    

Designed for working professionals, the EdD is offered in two formats: (1) completely online with both virtual and one-on-one sessions with faculty (and no residency requirement); and (2) in a hybrid, “executive” format delivered online (60%) and on-campus (40%) in Philadelphia or Washington, D.C., on three weekends per quarter. To provide ultimate flexibility, both formats offer a three-year plan of study with students taking two courses per term, and the online format also offers a five-year plan of study with students taking one course per term. University policy requires that students complete the EdD program within seven years of the initial date of matriculation.

The Drexel EdD program has a national reputation as an innovative leader in the field. Drexel is a proud member of the Carnegie Project on the Education Doctorate (CPED)—a member organization of more than 100 institutions working together to continuously improve the EdD as preparation for scholarly practitioners. In 2019, CPED named Drexel's EdD the EdD Program of the Year.

EdD students learn in cohorts, supporting and challenging each other as they move together through the program. The curriculum includes core leadership courses focused on sustainable leadership; research courses that provide opportunities for students to apply their learning in real-life settings and prepare for dissertation study; and a doctoral dissertation experience wherein students complete a dissertation in practice. Students also specialize in one of ten concentration areas: Creativity and Innovation (including Mind, Brain & Learning), Educational Administration (with Pennsylvania Superintendent Letter of Eligibility or Pennsylvania Principal Certification), Education Policy, Global and International Education, Higher Education Leadership (Administration or Student Success track), Human Resource Development, Learning Technologies, Nursing Education, and Special Education Leadership.

Drexel EdD students have access to all School of Education faculty and benefit from their expertise and experience. All School of Education faculty teach in the program and/or supervise EdD students' dissertations.

Additional Information

For more information about this program, visit the School of Education EdD in Educational Leadership and Management website.

Admission Requirements

Application Requirements for New Applicants

For details regarding the items below, please review the Admission Application Checklist.

  • Transcripts from all colleges and universities attended, verifying completion of a master's degree (with 3.5 GPA or better)
  • Résumé indicating at least 3 years of professional work experience
  • Three professional letters of recommendation. Use the Electronic Letter of Recommendation form to submit recommendation letters.

Submission Part 1: Professional Goals and Aspirations (300-word maximum)

  • Discuss your professional goals and aspirations, including how your current skills, along with your study of educational leadership, will support your attainment of these goals.

Submission Part 2: A Problem of Practice (750-word maximum)

  • In the Drexel EdD program, our students identify a problem of practice that becomes central to their dissertation research. While the final dissertation topic and the dissertation document evolve over time, generally our students arrive with one or more ideas for a problem of practice they have an interest in studying.
  • In this essay, you are asked to identify and describe a problem of practice relevant to your current (or a former) context of professional practice.
  • Describe the significance of this problem to this organization.
  • Based on your present understanding of the problem, discuss the potential underlying causes and contributing factors that have created the current challenges.
  • What questions could be explored to learn more about the problem that may help to create potential solutions?

Submission Part 3: Writing Sample (5-30 pages)

  • Submit a 5-30 page writing sample that demonstrates your academic writing abilities. You must be the sole author of the sample. It is suggested that academic papers from prior coursework or journal articles (both that cite peer-reviewed articles) will represent you best in the admissions process. If a prior academic paper is not available, you may craft an academic paper 5-8 pages in length on a topic of your choice. Alternatively, you may provide a work-based report that evidences your critical thinking and writing skills. Again, you must be the sole author of the sample.

Supplemental Application Materials for New Applicants
To make your application more competitive, applicants are encouraged to submit one or more of the below documents. The EdD program is a very competitive program and additional materials for the faculty review committee to consider are encouraged.

  • A detailed statement describing sustained leadership activities
  • A detailed statement describing significant creative activities/products
  • A detailed statement describing significant research activities/publications

Additional Information

More information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements

Students in the EdD program are required to complete core leadership courses, research courses, and concentration courses. Upon completion of coursework and successful defense of a dissertation proposal, students become doctoral candidates, conduct their own research, and complete a doctoral dissertation in practice. 

EdD Candidacy Requirements

In summary, the sequence of events leading to EdD candidacy include the following:

  • All core and research courses must be passed with a grade of B or better. All concentration courses must be passed with a grade of C or better.
  • The dissertation proposal must be approved by the committee. (At this point students have completed at least 54.5 of the 59+ credits required in the program.)

As doctoral candidates, students register for doctoral dissertation credits (EDUC 997). Students must earn a minimum of 4.5 doctoral dissertation credits overall and be registered in the quarter in which they graduate.

Note: Doctoral candidates receive a special billing benefit when registering for EDUC 997. Students will only be charged tuition for 1 credit hour per quarter even when actual registration exceeds 1 credit.

Program Requirements

Core Courses
EDUC 750Introduction to Doctoral Study in Education3.0
EDUC 800Educational Leadership & Change3.0
EDUC 801Creative Strategies For Educational Leaders3.0
EDUC 845Transformative Leadership: Finding One's Source3.0
EEDD 888Educational Leadership for Equity and Social Justice3.0
Research Courses
EDUC 803Educational Research Design I3.0
EDUC 810Educational Research Design II3.0
EDUC 815Writing for Research, Publication and Funding in Education3.0
EDUC 818Applied Research Study3.0
EDUC 835Quantitative Research Methods and Data Analysis4.0
EDUC 836Qualitative Research Methods and Data Analysis4.0
EDUC 837Advanced Qualitative Methods and Data Analysis3.0
EDUC 880Doctoral Seminar1.5
Program Elective *3.0
Concentration Courses (see listing of available concentrations and credits below)12.0-21.0
Doctoral Dissertation Courses **
Proposal Writing Seminar (optional, if needed) ***0.0-13.5
Proposal Writing Seminar
Doctoral Dissertation 4.5-85.5
Doctoral Dissertation
Total Credits59.0-162.5
*

Students must choose a 500+ level course in one of the following areas: CRTV, ELL, EDGI, EDCR, EHRD, EDLT, EDAM, EDPO, EDHE, EDEX, MBL, NURS, SCL, EDUC. Academic advisors will provide students with a list of available elective courses in the required term.

Select courses in EDAM, EDEX, or NURS require background checks, clearances, field placement components, or other licenses prior to enrollment. Please consult an academic advisor for details or to determine eligibility.

**

Students enrolled in Dissertation Courses (EDUC 899 and EDUC 997) will be billed for only one credit hour per term despite registering for 4.5 credit hours in each course. (Please see: https://drexel.edu/drexelcentral/cost/tuition/graduate/)

***

Students may only repeat EDUC 899 a maximum of three (3) times for a maximum total of 13.5 credit hours. Students who do not successfully defend their dissertation proposal by the end of their third term in EDUC 899 will be subject to dismissal from the program.

After defense of the dissertation proposal, students will enroll in EDUC 997 each term until they successfully defend the final dissertation. Students may repeat EDUC 997 as many times as needed until they either: (1) successfully defend the dissertation and graduate; or (2) reach the maximum program time to completion (seven years). Students who do not successfully defend their dissertation and graduate within seven years are subject to dismissal from the program. (Please see: https://drexel.edu/graduatecollege/forms-policies/policies-procedures-guidelines/time-to-completion/).

Creativity and Innovation Concentration A: Creativity and Innovation12.0
Students will take 4 courses from the list below based on their plan of study:
Foundations in Creativity
Tools and Techniques in Creativity
Creativity in the Workplace
Neuroscience, Creativity and Innovation
Global Perspectives on Creativity
Total Credits12.0
Creativity and Innovation Concentration B: Mind, Brain, Learning & Innovation *
CRTV 600Mind, Brain and Learning3.0
CRTV 604Neurodiversity in Education and Workforce3.0
CRTV 608Neuropedagogy and Assessment3.0
CRTV 615Neuroscience, Creativity and Innovation3.0
Total Credits12.0
*

Students do not need a background in neuroscience to complete the Mind, Brain, Learning concentration.

Educational Administration Concentration: Pennsylvania Superintendent Certification *
EDAM 817Curriculum Models3.0
EDAM 820School Superintendency3.0
EDAM 824Parents and Schools3.0
EDAM 827School Superintendent's Internship: Curriculum Models1.0
EDAM 828School Superintendent's Internship: Parents and Schools1.0
EDAM 829School Superintendent's Internship: Budget and Finance1.0
EDAM 830School Superintendent's Internship: Human Resource Development1.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
Total Credits16.0
*

For students with the background and interest in seeking Pennsylvania School Superintendent Certification.  

If a student's home state has a school superintendent certification, the student will need to contact that state’s department of education for eligibility requirements. 

Any student required to participate in a program field experience and/or internship as a component of their coursework will be required to submit all required documents with regard to background checks/clearance(s) and field placement applications.

Educational Administration Concentration: Principal Certification *
EDAM 705School Law and Politics3.0
EDAM 708Integration of Technology with School Instruction and Management3.0
EDAM 710School Finance and Facilities3.0
EDAM 712School and Community Partnerships and Relations3.0
EDAM 714Instructional and Curriculum Leadership3.0
EDAM 715School Principal Internship: Technology1.5
EDAM 716School Principal Internship: Finance1.5
EDAM 717School Principal Internship: Leadership1.5
EDAM 718School Principal Internship: Relations1.5
Total Credits21.0
*

For students with the background and interest in seeking Pennsylvania School Principal Certification.  

If a student's home state has a school principal certification, the student will need to contact that state’s department of education for eligibility requirements. 

Any student required to participate in a program field experience and/or internship as a component of their coursework will be required to submit all required documents with regard to background checks/clearance(s) and field placement applications.

Education Policy Concentration12.0
Students will take 4 courses from the list below based on their plan of study:
Foundations of Education Policy
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics
American Educational Policy and U.S. Competitiveness
Quantitative Literacy: Interpreting and reporting data for educational policy and research
Ethics in Educational Policy Making
Access & Equity in Educational Policy Making
Total Credits12.0
Global and International Education Concentration12.0
Students will take 4 courses from the list below based on their plan of study:
Global, International & Comparative Education
Comparative Higher Education Systems
Culture, Society & Education in Comparative Perspective
Gender, Education, and International Organizations
Education for Global Citizenship, Sustainability, and Social Justice
Educating for Peace, Social Justice, and Human Rights
Total Credits12.0
Higher Education Leadership Concentration A: Administration, Leadership & Assessment *12.0
Students will take 4 courses from the list below based on their plan of study:
Neuropedagogy and Assessment
Comparative Higher Education Systems
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Institutional Assessment, Accreditation and Effectiveness
Total Credits12.0
*

For candidates entering the program without previous formal study in the area of Higher Education.

Higher Education Leadership Concentration B: Administration, Student Success & Innovation *
CRTV 615Neuroscience, Creativity and Innovation3.0
EDHE 521Student Development Theory and Application3.0
EDHE 661Critical Issues & Risk Management in Student Affairs3.0
EDHE 665Student Success: Learning and Innovative Support Services3.0
Total Credits12.0
*

For candidates entering the program who have a strong background in the area of Higher Education and who seek to extend their previous studies in this area.

Human Resource Development Concentration *12.0
Students will take 4 courses from the list below based on their plan of study:
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Strategic Human Resource Development
Principles of Adult Learning
Total Credits12.0
*

A 3.0 credit substitute course will be identified to replace EHRD 500 for students who have already earned a master's degree in Human Resource Development.

Learning Technologies Concentration12.0
Students will take 4 courses from the list below based on their plan of study:
The Learning Sciences
Learning Engineering
Play & Learning in a Participatory Culture
Learning Analytics: Lenses on students, teaching, and curriculum enactment
Instructional Design Methods
Total Credits12.0
Nursing Education Concentration12.0
Students will take 4 courses from the list below based on their plan of study:
Foundations of Healthcare Education
Curriculum Design for Higher Level Cognition
The Role and Responsibility of the Nurse Educator
Teaching Methods in Nursing Education
Assessment, Measurement and Evaluation
Total Credits12.0
Special Education Leadership Concentration (Pennsylvania Supervisor of Special Education Certification) *
EDEX 710School Law & Policy in Special Education3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
EDEX 716Organization & Administration of Special Education3.0
EDEX 721Supervisor of Special Education Internship: Special Education Leadership1.0
EDEX 722Supervisor of Special Education Internship: Instructional Leadership1.0
EDEX 723Supervisor of Special Education Internship: Collaboration & Personnel1.0
EDEX 724Supervisor of Special Education Internship: Finance & Management1.0
Total Credits16.0
*

For students with the background and interest in seeking Pennsylvania Supervisor of Special Education Certification.  

If a student's home state has a special education supervisor certification, the student will need to contact that state’s department of education for eligibility requirements. 

Any student participating in field experience and/or internship placement related to a Drexel University School of Education course will be required to submit all required documents with regard to clearance(s) and placement.

Special Education Leadership Concentration (Non-Certification Track)
EDEX 710School Law & Policy in Special Education3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
EDEX 716Organization & Administration of Special Education3.0
Total Credits12.0

Sample Plan of Study

3 Year Option (All concentrations except EDAM - Principal Certification, EDAM - Superintendent Certification, Supervisor of Special Education)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EDUC 8033.0EDUC 8354.0EDUC 8364.0
EDUC 8153.0EEDD 8883.0Concentration Course3.0Concentration Course3.0
 6 6 7 7
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8373.0EDUC 7503.0EDUC 8103.0EDUC 8013.0
EDUC 8453.0Concentration Course3.0Elective3.0EDUC 8183.0
 6 6 6 6
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8801.5EDUC 9974.5EDUC 9974.5EDUC 9974.5
Concentration Course3.0   
 4.5 4.5 4.5 4.5
Total Credits 68

3 Year Option (Educational Administration with Principal Certification Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EDUC 8033.0EDAM 7143.0EDAM 7083.0
EDUC 8153.0EEDD 8883.0EDAM 7171.5EDAM 7151.5
  EDUC 8354.0EDUC 8364.0
 6 6 8.5 8.5
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8373.0EDUC 7503.0EDUC 8103.0EDUC 8013.0
EDUC 8453.0EDAM 7123.0Elective3.0EDUC 8183.0
 EDAM 7181.5 EDAM 7053.0
 6 7.5 6 9
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDAM 7103.0EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDAM 7161.5   
EDUC 8801.5   
 6 4.5 4.5 4.5
Total Credits 77

3 Year Option (Educational Administration with Superintendent Certification Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EDUC 8033.0EDAM 8203.0EDAM 8173.0
EDUC 8153.0EEDD 8883.0EDAM 8301.0EDAM 8271.0
  EDUC 8354.0EDUC 8364.0
 6 6 8 8
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8373.0EDAM 8243.0EDUC 8103.0EDUC 8013.0
EDUC 8453.0EDAM 8291.0Elective3.0EDUC 8183.0
 EDUC 7503.0  
 6 7 6 6
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDAM 8281.0EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDEX 7123.0   
EDUC 8801.5   
 5.5 4.5 4.5 4.5
Total Credits 72

3 Year Option (Supervisor of Special Education Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EDUC 8033.0EDEX 7103.0EDEX 7163.0
EDUC 8153.0EEDD 8883.0EDEX 7211.0EDEX 7241.0
  EDUC 8354.0EDUC 8364.0
 6 6 8 8
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8373.0EDEX 7143.0EDUC 8103.0EDUC 8013.0
EDUC 8453.0EDEX 7231.0Elective3.0EDUC 8183.0
 EDUC 7503.0  
 6 7 6 6
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 7123.0EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDEX 7221.0   
EDUC 8801.5   
 5.5 4.5 4.5 4.5
Total Credits 72

5 Year Option (All concentrations except EDAM - Principal Certification, EDAM - Superintendent Certification, Supervisor of Special Education)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EEDD 8883.0Concentration Course3.0Concentration Course3.0
 3 3 3 3
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8153.0Concentration Course3.0EDUC 8453.0EDUC 8033.0
 3 3 3 3
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8354.0EDUC 8364.0EDUC 8373.0EDUC 7503.0
 4 4 3 3
Fourth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
Elective3.0EDUC 8013.0EDUC 8103.0EDUC 8183.0
 3 3 3 3
Fifth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8801.5EDUC 9974.5EDUC 9974.5EDUC 9974.5
Concentration Course3.0   
 4.5 4.5 4.5 4.5
Total Credits 68

Note: Multiple terms are 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 these terms.

5 Year Option (Educational Administration with Principal Certification Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EEDD 8883.0EDAM 7143.0EDAM 7083.0
  EDAM 7171.5EDAM 7151.5
 3 3 4.5 4.5
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8153.0EDAM 7123.0EDUC 8453.0EDUC 8033.0
 EDAM 7181.5  
 3 4.5 3 3
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8354.0EDUC 8364.0EDUC 8373.0EDAM 7053.0
   EDUC 7503.0
 4 4 3 6
Fourth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDAM 7103.0EDUC 8013.0EDUC 8103.0EDUC 8183.0
Elective3.0   
 6 3 3 3
Fifth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8801.5EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDAM 7161.5   
 3 4.5 4.5 4.5
Total Credits 77

Note: Multiple terms are 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 these terms.

5 Year Option (Educational Administration with Superintendent Certification Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EEDD 8883.0EDAM 8203.0EDAM 8173.0
  EDAM 8301.0EDAM 8271.0
 3 3 4 4
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8153.0EDAM 8243.0EDUC 8453.0EDUC 8033.0
 EDAM 8291.0  
 3 4 3 3
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8354.0EDUC 8364.0EDUC 8373.0EDUC 7503.0
 4 4 3 3
Fourth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
Elective3.0EDUC 8013.0EDUC 8103.0EDUC 8183.0
EDEX 7123.0   
 6 3 3 3
Fifth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDAM 8281.0EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDUC 8801.5   
 2.5 4.5 4.5 4.5
Total Credits 72

Note: Multiple terms are 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 these terms.

5 Year Option (Supervisor of Special Education Concentration)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8003.0EEDD 8883.0EDEX 7103.0EDEX 7163.0
  EDEX 7211.0EDEX 7241.0
 3 3 4 4
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8153.0EDEX 7143.0EDUC 8453.0EDUC 8033.0
 EDEX 7231.0  
 3 4 3 3
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 8354.0EDUC 8364.0EDUC 8373.0EDUC 7503.0
 4 4 3 3
Fourth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 7123.0EDUC 8013.0EDUC 8103.0EDUC 8183.0
Elective3.0   
 6 3 3 3
Fifth Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 7221.0EDUC 9974.5EDUC 9974.5EDUC 9974.5
EDUC 8801.5   
 2.5 4.5 4.5 4.5
Total Credits 72

Note: Multiple terms are 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 these terms.

Program Level Outcomes

  • Create and support communities that are bases for sustainable change
  • Develop the habits of mind and competencies to lead complex organizations, shaped by global forces
  • Develop the abilities to sustain their own leadership growth
  • Utilize the full range of emerging technologies to reach across generations and communicate effectively as well as engage others in meaningful change
  • Exemplify the curiosity, inquiry skills, and scholarly competencies need to investigate an idea and transform it into meaningful action

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