Global and International Education

Major: Global and International Education
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1319
Standard Occupational Classification (SOC) code: 25-2062

About the Program

The MS in Global and International Education prepares students to be leaders with the skills and knowledge necessary to work effectively within the complex economic, political, cultural, and social contexts that influence education and learning in diverse parts of the world. Our students are changemakers who are engaged in designing global curriculum, promoting international-mindedness, fostering intercultural and global competencies, advocating for social justice, and leading global institutions.

Program Objectives

As a result of pursuing this program, students will be able to:

  • Evaluate and critique international, comparative, and educational research and theory
  • Analyze how policies are implemented and advocate for innovative educational policy solutions in diverse, multicultural settings
  • Synthesize global research and data to communicate effectively and transform educational institutions
  • Understand diverse cultures and intercultural and global competencies to engage with global issues and work effectively in cross-cultural settings
  • Apply an understanding of the role of education in solving global problems to promote social justice

Graduates enter or advance in positions in the areas of global education, international higher education, and international development in diverse settings that require global knowledge, perspectives, and understanding. They are qualified to pursue careers in, among other fields and occupations, higher education, ESL programs, education abroad programs, law firms, international education associations, accreditation agencies, local community international outreach centers, US government, international development or human service agencies, and various non-governmental agencies, as well as act as administrators, managers, and researchers in national and international organizations, foundations, associations, and corporations.

Graduates of this program will lead their organizations in addressing the dramatic change in society and culture due to globalization and how these influence education.

The program is designed as a part-time cohort model and can be completed in two years. View the degree requirements for more detailed information about the courses.

Additional Information

For more information, visit the School of Education's MS in Global and International Education webpage.

Admission Requirements

Admission to this program requires:

  • Bachelor's degree from a regionally accredited institution
  • An undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA)
  • Completed application form
  • Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended. Instead of hard copy transcripts, applicants may supply official electronic transcripts issued by a post-secondary institution directly to Drexel University Online (send to:
    • Applicants must supply transcripts regardless of the number of credits earned or the type of school attended. If an applicant does not list all post-secondary institutions on the application and these are listed on transcripts received from other institutions, processing of the application will be delayed until all remaining transcripts have been submitted the remaining transcripts.
    • Use our Transcript Lookup Tool to assist contact with previous institutions. If a college or university offers the option to send transcripts in a secure, password-protected electronic format, have the transcript sent to
    • Students with transcripts from non-US institutions should have such transcripts evaluated by World Education Service (WES).
  • Two letters of recommendation—professional or academic
    • Drexel University Online accepts electronic letters of recommendation. Please access the following webpage for instructions regarding their submission. If a recommender prefers to submit an original, hard copy letter of recommendation, please remind the recommender that it must be signed and submitted in a sealed envelope signed across the flap by the recommender.
  • Personal essay
  • Resume
  • Graduates of foreign schools must also have of 550 or higher in the Test of English as a Foreign Language (TOEFL).

International students must submit a TOEFL score of 550 or higher. Students with transcripts from non-US institutions should have such transcripts evaluated by World Education Service (WES). The TOEFL examination is required for some non-citizens. Applicants whose native language is English (who list themselves as born in or citizens of the following countries: American Samoa, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British West Indies, Brunei Darussalam, Canada, England, Ghana, Guam, Ireland, Jamaica, Lesotho, Liberia, Malawi, Malta, Mauritius, New Zealand, Papua New Guinea, Puerto Rico, Scotland, Sierra Leone, South Africa, Swaziland, Tanzania, Trinidad/Tobago, Uganda, Virgin Islands, Wales, Zimbabwe) are exempt from the TOEFL. Applicants whose native language is not English are exempt from the TOEFL if the applicant completed 4 years of high school in the United States or completed English 101 and English 102 with a grade of C or better from a US domestic accredited institution. Applicants who received an undergraduate or graduate degree from an academic institution located in the US, UK, or Canada are also exempt from the TOEFL.

Additional Information

Please refer to Drexel University Online's Master of Science in Global and International Education Admissions webpage for more information.

Degree Requirements 

The Master of Science in Global and International Education is a part-time online program.

Core Courses
EDCR 512Using and Integrating Learning Technologies 3.0
EDCR 518Evidence-Based Evaluation3.0
EDGI 503Global, International & Comparative Education 3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
EDGI 520Political Economy of Education Reform3.0
EDGI 522Education for Global Citizenship, Sustainability, and Social Justice3.0
Primary Concentration Courses
EDGI 506Comparative Higher Education Systems3.0
EDGI 518Analysis of Policy Issues in Global & International Education3.0
EDGI 524Measuring the World: Education and National Development3.0
Capstone Requirement
EDU 780Capstone Research3.0
Students have the option to select from the Practitioner or Thesis capstone track.
EDUP 780Practitioner Capstone Course I3.0
or EDUT 780 Thesis Capstone Course I
EDUP 781Practitioner Capstone Course II3.0-4.5
or EDUT 781 Thesis Capstone Course II
Select one of the following Secondary Concentrations: *9.0
Secondary Concentration in Peace and Human Rights Education
Conflict Resolution in an International Context
Educating for Peace, Social Justice, and Human Rights
Gender, Education, and International Organizations
Secondary Concentration in Higher Education Leadership
Foundations of Higher Education and Governance
Student Development Theory and Application
Legal Issues & Ethics in Higher Education
Secondary Concentration in E-Learning Administration
Learning with Social Media and Mobiles
The Purpose and Business of E-Learning
Learning Technologies & Disabilities
Secondary Concentration in Education Policy
Education Policy: Concepts, Issues, and Applications
Select two of the following courses:
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
Secondary Concentration in Educational Learning Technologies
Designing Virtual Communities for Staff Development - Non-Field Experience
Technologies for Performance Support
Design-Based Research Methods
Sample Electives **
Students can select courses as additional electives from within the School of Education or a course (with School of Education approval) from another Drexel University program, such as international business administration, foreign languages, women's and gender studies, or science/technology/society.
The following courses are strongly suggested offerings from the GIE program:
Colloquium in Global Education
Study Abroad Experience
Quantitative Literacy: Interpreting and reporting data for educational policy and research
Special topics in EDGI
Total Credits45.0-46.5

As an alternative secondary concentration, students may create a customized area of study from other Drexel University departments/programs such as International Business Administration, Foreign Languages, Women's and Gender Studies, or Science/Technology/Society.


Students may choose any 500-level or higher course from the following subject codes as an elective as long as it does not require field experience or have any program restrictions: CRTV, EDAM, EDCR, EDGI, EDHE, EDLT, EDPO, EDUC, ELL, EHRD, ENTP, INTB, NPM, PBHL, PENG, SCL.

Sample Plan of Study

First Year
EDCR 5123.0EDGI 5103.0EDCR 5183.0EDGI 5183.0
EDGI 5033.0EDGI 5243.0EDGI 5223.0Secondary Concentration Course3.0
 6 6 6 6
Second Year
EDGI 5063.0EDU 7803.0EDUP 780 or EDUT 7803.0EDUP 781 or EDUT 7813.0-4.5
EDGI 5203.0Secondary Concentration Course3.0Secondary Concentration Course3.0 
 6 6 6 3-4.5
Total Credits 45-46.5

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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