Education Improvement and Transformation

Major: Education Improvement and Transformation
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:

About the Program

This program is intended for adult learners with an interest in advancing their career in the field of education who want to self-design a program that is tailored to what they want and need to know. Appropriate for those students pursuing traditional education pathways—becoming a PK-12 teacher or moving into school administration, for example—it is also a good choice for those wanting to have an impact on our education system and students, whether PK-12 or post-secondary, through different kinds of professional paths. The MS in Education Improvement and Transformation is a customizable degree. Students select from 15 areas of study to pursue some combination of three-course Professional Development Concentrations (PDCs) and Post-Baccalaureate Certificates (PBCs), then 9.0 credits of elective courses available in the School of Education and other schools and colleges in Drexel, and then complete a three-course, research-based capstone project relevant to their own career pursuits. Both the PDCs and the PBCs are comprised of focused coursework in a specific area.

Currently available PDCs include:

  • Collaborative Special Education Law and Process: Prepare to meet the unique learning needs of students with disabilities through legally mandated school, home, and community collaboration.
  • Creativity and Innovation: Learn how to think like a creative professional, apply creativity to your chosen career, tap into your innate creativity, and investigate strategies to implement your ideas in an educational setting.
  • E-learning Leadership: As the demand for academic programs, lifelong, and just-in-time learning designed and delivered via e-learning and mobile learning continues to grow, the corresponding need for leadership in this important area increases.
  • Educational Policy: Gain insight into the policy-making aspect of education, with an emphasis on American policy and the ethics behind creating educational policies.
  • Entrepreneurship: Learn tools used by successful entrepreneurs and apply your knowledge through social experiential learning experiences.
  • Evaluation and Assessment: Even the most successful education institutions need to evaluate their performance. This concentration focuses on the evaluation process and how to effectively assess institutions on multiple levels.
  • Higher Education: Develop the skills and knowledge necessary to begin or advance your career in higher education administration and leadership. Coursework prepares students for roles in diverse institutions and organizations within the broad field of higher education.
  • Instructional Design: Prepare to effectively and efficiently design learning environments and experiences in diverse organizational settings using a variety of media.
  • Leadership in Educational Settings: Gain the knowledge and skills needed to be a leader in an educational setting, and examine how educational leaders operate by exploring topics such as decision-making and policy.
  • Learning in Game-Based Environments: Prepare to effectively use educational games in and out of the classroom and training center. You'll gain an overview of game development processes, learn to build basic games, and most importantly, examine how to assess and evaluate the learning experience as it relates to educational games.
  • Learning Analytics: Learn to understand and improve instructional processes, the role of data in organizational change, and leadership in educational systems based on multiple data and information sources. Be prepared to make data-driven decisions about education improvement using a broad range of data collection, analytical, and visualization methods.
  • Learning Technologies: Learning technologies are changing education through online tools and methods. As a result, designers and instructors who understand how and why people use technology are in high demand. This program encourages you to explore various aspects of learning technologies, including designing and implementing learning experiences.
  • Mind, Brain & Learning: Study mind, brain, and education science in real-world contexts and apply this knowledge through innovative teaching, assessment, and instructional design in alignment with the human learning process.
  • Organization and Talent Development: Gain the strategic human resource development capabilities and competencies to lead talent development, coaching and mentoring, and organization development and change initiatives in any organizational setting.
  • Urban Education: Urban education is one of the most prominent subjects in education today. Learn about the differences and similarities between urban and rural education settings, and how to resolve conflict in urban school settings, among other relevant topics.

After students complete a minimum of 27.0 credits through some combination of PDCs and PBCs, they will finish the program by enrolling in three elective courses (9.0 additional credits) and then a 9.0 credit sequence that includes a research course and completion of a capstone project that allows them to synthesize the previous learning in their program and to produce work that that bears on their career goals and may have transformative impacts on our education system. The combination of the PDCs/PBCs, the electives, and the three capstone courses provides the student with the 45.0 credits required for the MS degree.

Pathways to Completion

As the graphic below indicates, students have two defined pathways to earning the MS in Education Improvement and Transformation:

  • Option A: A student may choose to pursue as many as three of the PBCs listed below, and "stack" the credits earned in conjunction with these (up to 27.0) towards the degree requirements (45.0 credits). To do this, a student will need to apply to enter the MS program no later than the time of completion of their second PBC.
  • Option B: A student may choose to enroll in the MS program from the outset and pursue the 45.0 credits needed to earn the degree. They can do this by completing up to three PDCs listed above OR by earning up to three PBCs from the list below OR completing a combination of PDCs and PBCs adding up to three.

In the case of either Option A or Option B, after earning 27.0 credits, the student will be required to select elective courses totaling 9.0 credits, and then complete a 9.0 credit research-based capstone project sequence.

Post-Baccalaureate Certificates available:

Additional Information

For more information, visit the Drexel University MS in Education Improvement and Transformation webpage.

Degree Requirements

The core of the Master of Science in Education Improvement and Transformation program is made up of three professional development concentrations in strategic education improvement areas and topics.

These concentrations cover areas such as assessment, strategic partnership, change leadership, educational policy, disabilities, virtual schools, charter schooling, homeschooling, community engagement and development, urban education, school boards, and financing education. Additional concentrations may be developed on a topical needs or special-population-based basis.

Choose three professional development concentrations from the list below:27.0
Collaborative Special Education Law & Process (PDLP)
Family, School and Community Engagement in Special Education
Special Education Advocacy
Special Education Dispute Resolution and Skills Training
Creativity & Innovation (PDCR)
Tools and Techniques in Creativity
Creativity in the Workplace
Current Trends in Creativity & Innovation
Educational Policy (PDEP)
Education Policy: Concepts, Issues, and Applications
American Educational Policy and U.S. Competitiveness
Ethics in Educational Policy Making
E-Learning Leadership (PDEL)
The Purpose and Business of E-Learning
Learning Technologies & Disabilities
Learning with Social Media and Mobiles
Entrepreneurship (PDET)
Entrepreneurship Practice & Mindset
Social Entrepreneurship
Learning from Failure
Evaluation & Assessment (PDEA)
Evaluation & Assessment Competencies
Institutional Assessment, Accreditation and Effectiveness
Evidence-Based Evaluation
Quantitative Literacy: Interpreting and reporting data for educational policy and research
Select 3 credit School of Education elective with advisor assistance *
Higher Education Leadership (PDHE)
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Institutional Assessment, Accreditation and Effectiveness
Neurodiversity in Education and Workforce
Instructional Design (PDID)
Instructional Design Methods
Instructional Design: Project Management
Instructional Design: Special Topics
Leadership in Educational Settings (PDLD)
Creativity and Change Leadership
School and Community Partnerships and Relations
Leadership in Educational Contexts and Systems
Mentoring and Collaborative Leadership
Learning Analytics (PDLA)
Learning Analytics: Lenses on students, teaching, and curriculum enactment
Information Enabled Change in Educational Organizations
Using Data to Understand Educational Systems
Learning in Game-based Environments (PDLG)
Foundations of Game-Based Learning
Play & Learning in a Participatory Culture
Design-Based Research Methods
Learning Technologies (PDLT)
Using and Integrating Learning Technologies
Technologies for Performance Support
Learning with Social Media and Mobiles
Mind, Brain, and Learning (PDMB)
Mind, Brain and Learning
Neuropedagogy and Assessment
Neurodiversity in Education and Workforce
Organization and Talent Development (PDHR)
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Urban Education (PDUE)
Diversity and Today's Teacher
Diversity, Equity, and Social Justice in Education
Leading in Urban, Rural and Suburban Settings
Resource Management, Allocation and Entrepreneurship
Educating for Peace, Social Justice, and Human Rights
Students can choose 9 credits of School of Education electives with advisor assistance (
Capstone Courses9.0-10.5
Capstone Research
Students have the option to select one of the following capstone tracks:
Practitioner Capstone Course I
Practitioner Capstone Course II
Thesis Capstone Course I
Thesis Capstone Course II
Total Credits45.0-46.5

Electives include graduate courses in ELL, EDGI, EDLT, EDAM, EDLS, EDHE, SCL, CRTV, EHRD, EDPO, EDEX, EDUC, and MTED.

Sample Plan of Study

First Year
Concentration Course 13.0Concentration Course 33.0Concentration Course 53.0Concentration Course 73.0
Concentration Course 23.0Concentration Course 43.0Concentration Course 63.0Concentration Course 83.0
 6 6 6 6
Second Year
Concentration Course 93.0Concentration Course 113.0Concentration Course 123.0EDUP 781 or EDUT 7813.0-4.5
Concentration Course 103.0EDU 7803.0EDUP 780 or EDUT 7803.0 
 6 6 6 3-4.5
Total Credits 45-46.5

Students have the option to select from the Practitioner or Thesis Capstone track during Second Year, Spring and Summer Terms.

Note: Second Year Summer may 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 would not be disbursed to students this term.

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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