Educational Leadership and Management

Major: Educational Leadership and Management
Degree Awarded: Doctor of Education (EdD)
Calendar Type: Quarter
Minimum Required Credits: 60.0
Classification of Instructional Programs (CIP) code: 13.0401
Standard Occupational Classification (SOC) code:

About the Program

The Doctor of Education (EdD) in Educational Leadership and Management is a minimum 60 credit, 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.

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 or without Pennsylvania Superintendent Letter of Eligibility), Education Policy, Global and International Education, Higher Education Leadership (Administration or Student Success track), Human Resource Development, Learning Technologies, Nursing Education, Special Education Leadership, and Sport 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 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 courses must be passed with a grade of B or better.
  • The dissertation proposal must be approved by the committee. (At this point students have completed 54.0 of the 60.0 credits required in the program.)

As doctoral candidates, students register for doctoral dissertation credits. Students must earn 6.0 doctoral dissertation credits overall and be registered in the quarter in which they graduate.

Program Requirements

Core Courses
EDUC 800Educational Leadership & Change3.0
EDUC 801Creative Strategies For Educational Leaders3.0
EDUC 804Program Evaluation in Organizations3.0
EDUC 845Transformative Leadership: Finding One's Source3.0
EEDD 888Educational Leadership for Equity and Social Justice3.0
Concentration Course Options (See listing of possible concentrations listed below)15.0-16.0
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 Seminar1.0-1.5
EdD Candidacy Courses
EDUC 997Doctoral Dissertation6.0
Total Credits60.0-61.5
Creativity and Innovation Concentration A: Creativity and Innovation15.0
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
Total Credits15.0
Creativity and Innovation Concentration B: Mind, Brain, Learning & Innovation *15.0
Students will take 5 courses from the list below based on their plan of study
Neuroscience, Creativity and Innovation
Mind, Brain and Learning
Neuropedagogy and Assessment
Neurodiversity in Education and Workforce
Principles of Adult Learning ****
Total Credits15.0

A science background is not needed.


As needed, students can consult with their advisor to identify an appropriate alternate course option in the School of Education. Select a 500+ level course in the following areas: CRTV, EDGI, EDLT, EDPO, SCL, HRD

Educational Administration Concentration (Pennsylvania Superintendent Certification) 16.0
Curriculum Models
School Superintendency
Parents and Schools
School Superintendent's Internship: Curriculum Models
School Superintendent's Internship: Parents and Schools
School Superintendent's Internship: Budget and Finance
School Superintendent's Internship: Human Resource Development
Instructional & Curriculum Leadership in Special Education
Total Credits16.0

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

If student's home state has a school superintendent certification, 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 (Non-certification Track)15.0
Curriculum Models
School Superintendency
Parents and Schools
Instructional & Curriculum Leadership in Special Education
Education Policy course (EDPO) ***
Total Credits15.0

Educational Policy course to be determined by Program Manager

Educational Policy Concentration15.0
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
Total Credits15.0
Global and International Education Concentration
Students will take 5 courses from the list below based on the plan of study15.0
Global, International & Comparative Education
Comparative Higher Education Systems
Culture, Society & Education in Comparative Perspective
Analysis of Policy Issues in Global & International Education
Political Economy of Education Reform
Education for Global Citizenship, Sustainability, and Social Justice
Total Credits15.0
Higher Education Leadership Concentration A: Administration, Leadership & Assessment *15.0
Comparative Higher Education Systems
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Institutional Assessment, Accreditation and Effectiveness
Neuropedagogy and Assessment
Total Credits15.0

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

Higher Education Leadership Concentration B: Administration, Student Success & Innovation **
Students will take 5 courses from the list below based on their plan of study15.0
Neuroscience, Creativity and Innovation
Comparative Higher Education Systems
Strategic Enrollment Management
Civic Engagement in Higher Education
Student Success: Learning and Innovative Support Services
Total Credits15.0

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 ††15.0
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Strategic Human Resource Development
Principles of Adult Learning
Total Credits15.0

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 Concentration15.0
Technologies for Performance Support
Play & Learning in a Participatory Culture
Instructional Design: Project Management
Instructional Design Methods
Learning with Social Media and Mobiles
The Purpose and Business of E-Learning
Total Credits15.0
Nursing Education Concentration15.0
Foundations of Healthcare Education
Curriculum Design for Higher Level Cognition
The Role and Responsibility of the Nurse Educator
Assessment, Measurement and Evaluation
Teaching Methods in Nursing Education
Total Credits15.0
Special Education Leadership Concentration (Pennsylvania Supervisor of Special Education Certification) 16.0
School Law & Policy in Special Education
Instructional & Curriculum Leadership in Special Education
Development, Supervision, & Support: Special Education Leadership
Organization & Administration of Special Education
Supervisor of Special Education Internship Courses
Supervisor of Special Education Internship: Special Education Leadership
Supervisor of Special Education Internship: Instructional Leadership
Supervisor of Special Education Internship: Collaboration & Personnel
Supervisor of Special Education Internship: Finance & Management
Total Credits16.0

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

If student's home state has a school superintendent certification, 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)15.0
Family, School and Community Engagement in Special Education
Special Education Dispute Resolution and Skills Training
School Law & Policy in Special Education
Instructional & Curriculum Leadership in Special Education
Development, Supervision, & Support: Special Education Leadership
Organization & Administration of Special Education
Total Credits15.0
Sport Leadership Concentration15.0
Creativity and Change Leadership
Coaching Theory and Principles
Learning Strategies in Coaching
Coaching Psychology
Athletic Recruiting
Total Credits15.0

Sample Plan of Study

3-year Option

First Year
EDUC 8003.0EDUC 8153.0EDUC 8013.0EDUC 8103.0
EDUC 8043.0EDUC 8453.0EDUC 8033.0EEDD 8883.0
 6 6 6 6
Second Year
EDUC 8364.0EDUC 8373.0EDUC 8354.0EDUC 8183.0
Concentration course3.0Concentration course3.0Concentration course3.0Concentration course3.0
 7 6 7 6
Third Year
EDUC 8801.0-1.5EDUC 9972.0EDUC 9972.0EDUC 9972.0
Concentration course3.0   
 4-4.5 2 2 2
Total Credits 60-60.5

5-year Option

First Year
EDUC 8003.0EDUC 8453.0EDUC 8043.0EDUC 8153.0
 3 3 3 3
Second Year
EDUC 8013.0EEDD 8883.0Concentration course3.0Concentration course3.0
 3 3 3 3
Third Year
Concentration course3.0Concentration course3.0EDUC 8033.0EDUC 8103.0
 3 3 3 3
Fourth Year
EDUC 8364.0EDUC 8373.0EDUC 8354.0EDUC 8183.0
 4 3 4 3
Fifth Year
EDUC 8801.0-1.5EDUC 9972.0EDUC 9972.0EDUC 9972.0
Concentration course3.0   
 4-4.5 2 2 2
Total Credits 60-60.5

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) Associate Department Head. Associate Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
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.
Penny Hammrich, PhD (University of Minnesota) Dean. Distinguished University 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.
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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