Teaching, Learning and Curriculum

Major: Teaching, Learning and Curriculum
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0

Instructional Delivery: Track I: Online or On Campus; Track II and III: Online only
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.1399
Standard Occupational Classification (SOC) code: 11-9039

 

About the Program

The MS in Teaching, Learning, and Curriculum program provides three options: (Track I) earning a master's degree while completing requirements to pursue initial Pennsylvania teacher certification for grade level PreK-4, 4-8, or a variety of secondary subject areas (grades 7-12); (Track II) earning a master's degree to enhance an existing career as a classroom teacher, preparation for additional certifications, or for advanced research degrees such as EdD and PhD; or (Track III) earning a master's degree while completing requirements to pursue initial Pennsylvania teacher certification in a variety of secondary (7-12) or middle level (4-8) subject areas and PreK-12 Special Education certification.

Track I: Initial Pennsylvania Teacher Certification

This track incorporates current research on teaching and provides in-depth preparation in pedagogy, curriculum development, teaching students with special needs, implications of learner and task characteristics for instructional design, scaffolding instruction for diverse learners, the latest techniques in evaluation of instruction, and use of interactive technology in instruction. Students are required to synthesize theoretical and practical knowledge through field study in an approved PreK-12 school setting. All candidates are also required to complete supervised field experiences, including a full-time student teaching experience for a minimum of 12 consecutive weeks.

Successful completion of the core pedagogy courses, satisfactory participation in all required field based experiences, subject area content knowledge requirements, and state licensure exams allows for recommendation for PA Instructional I certification.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track I) will:

  • Demonstrate independent and creative academic teacher leadership skills that can be applied in the classroom, school community, and the profession
  • Understand the changing role of the educator in an increasingly diverse society from both an urban and a global perspective, and apply this understanding of best practice supported by educational research
  • Demonstrate the ability to reflect upon professional practice during engagement in experiential learning and against a framework of understanding of best practice supported by educational research
  • Demonstrate a strong academic background in all subject areas that meet Pennsylvania Department of Education (PDE) content requirements with emphasis on STEM, and can effectively integrate tools of technology in curriculum, assessment, and instruction to enhance PreK-12 student learning
  • Demonstrate the ability to create and maintain a positive and democratic classroom climate that supports and facilitates learning for all students

Track II: Advanced Studies in Teaching, Learning and Curriculum

This track is designed to provide students with advanced teaching knowledge and skills well beyond that required for initial Pennsylvania certification. Graduates will be prepared to function in a variety of roles as instructors, instructional leaders, or researchers in local, state, national, and international organizations, foundations, associations, corporations, and private educational institutions.

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track II) will:

  • Possess advanced knowledge related to effective instruction in a variety of educational settings
  • Demonstrate skills in developing, analyzing, implementing, and evaluating existing and new instructional strategies and practices in a variety of educational institutions/organizations
  • Exhibit outstanding leadership, organizational, cross-cultural, interpersonal, and advocacy skills, including the ability to communicate effectively with internal and external groups
  • Have in-depth knowledge of both public and private (non-profit and for-profit) institutions as well as small and large institutions

Students in Track II complete 15.0 credits in core courses, 6.0 credits in Policy, Law & Organization courses, 9.0-10.5 credits in a capstone course sequence which includes a research course and the choice of one of the two capstone course sequences (Practitioner Capstone 1 & 2 or Thesis Capstone 1 & 2), and select 15.0-16.0 credits in an area of concentration from among a variety of options, providing an opportunity for intensive study in teaching, learning, and curriculum.

Concentration options include Autism Spectrum Disorders, Creativity and Innovation, Education Policy, Global and International Education, Higher Education, Human Resource Development, Learning Technologies, and Multisensory Reading Instruction Level I. If candidates possess a PA Instructional I certification, they can choose an add-on state certification concentration such as Reading Specialist, Teaching English as a Second Language (TESL), or Social Emotional Behavioral Wellness endorsement (SEBW).

Students may also customize a concentration including professional electives from other academic departments or can declare a graduate minor based on their interests and professional goals.

Track III: Dual Certification - Secondary Level (7-12) or Middle Level (4-8) with PreK-12 Special Education 

This track incorporates current research on teaching and provides in-depth preparation in pedagogy, curriculum development, teaching students with special needs, implications of learner and task characteristics for instructional design, scaffolding instruction for diverse learners, the latest techniques in evaluation of instruction, and use of interactive technology in instruction. Students are required to synthesize theoretical and practical knowledge through field study in an approved PreK-12 school setting. All candidates are also required to complete supervised field experiences including multiple practicum experiences (up to 70 hours) and a full-time student teaching experience for a minimum of 12 consecutive weeks. Clearances must be submitted prior to participation in coursework with classroom-based field components.

Successful completion of the Teacher Education core pedagogy courses, Special Education core pedagogy, and all Secondary Education or Middle Level subject specific content knowledge requirements, along with qualifying scores on all required state licensing examinations, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential and PreK-12 Special Education certification.  

Program Goals

Graduates of the MS in Teaching, Learning and Curriculum (Track III) will:

  • Demonstrate independent and creative academic teacher leadership skills that can be applied in the classroom, school community, and the profession
  • Understand the changing role of the educator in an increasingly diverse society from both an urban and a global perspective, and apply this understanding of best practice supported by educational research
  • Demonstrate the ability to reflect upon professional practice during engagement in experiential learning and against a framework of understanding of best practice supported by educational research
  • Demonstrate a strong academic background in all subject areas that meet Pennsylvania Department of Education (PDE) content requirements with emphasis on STEM, and can effectively integrate tools of technology in curriculum, assessment, and instruction to enhance PreK-12 student learning
  • Demonstrate the ability to create and maintain a positive and democratic classroom climate that supports and facilitates learning for all students
  • Exhibit competencies in selecting and executing evidence-based behavioral instructional and technology strategies to address the needs of all students
  • Create and support inclusive learning environments where all learners are welcomed, challenged, and held to high expectations

Admission Requirements

Admission to the MS in Teaching, Learning and Curriculum will follow the University standards for admission to graduate study including receipt of a bachelor’s degree from an accredited college or university with an earned GPA of 3.0 on a 4.0 scale. Undergraduates who meet the rigorous requirements for participation in a bachelor’s and master's dual degree program may also be considered for both tracks.

Prospective students can learn about specific admission requirements by visiting the Graduate Admissions at Drexel University website.

Degree Requirements 

Track I: Initial Pennsylvania Teacher Certification

A minimum of 45.0 credits is required for students with or without prior certification for the Master of Science degree. Students may also pursue the MS in Teaching, Learning and Curriculum Track I without pursuing PA Instructional I Certification.

Core Courses
Completion of the following 30.0 (secondary certification) credits, 33.0 (middle level certification) credits, or 42.0 (PreK-4) credits of core pedagogy courses allows for recommendation for PA Instructional I certification. View the requirements on the Post-Baccalaureate Teaching Certificate: Elementary PreK-4, Middle Level and Secondary Concentrations page for additional information on requirements for specialization in subject areas. Students on Track I who do not wish to pursue PA Instructional I Certification or who do not qualify for PA Instructional I certification may complete the MS degree without a concentration by completing 15.0 credits of core pedagogy, 21.0 credits of MS electives, and a 9.0-10.5 credit capstone sequence.

Track II: Advanced Studies in Teaching, Learning and Curriculum

A minimum of 45.0 credits is required, including 15.0 credits of professional core, 6.0 credits of Policy, Law & Organization courses, 9.0-10.5 credit capstone sequence, and 15.0 credits of concentration courses or professional electives. Students may choose from the following concentration options with the approval of a graduate academic advisor and the program director:

  • Adult Education and Organization Development
  • Autism Spectrum Disorders
  • Creativity and Innovation
  • Education Policy
  • Global and International Education
  • Higher Education
  • Learning Technologies
  • Dyslexia Specialist (Multisensory Reading Instruction Level I)
  • Reading Specialist (46.5 credits required to complete MS)
  • Teaching English as a Second Language (TESL)
  • Customized concentration including professional electives from various academic departments:
    • Educational Administration (qualified candidate may begin coursework toward the 24.0 credit School Principal K-8 Certification program)
    • Instructional Technology (qualified candidate may begin coursework toward the Instructional Technology Specialist Certification program)

Track III: Initial Pennsylvania Teacher Certification with Special Education 7-12 Certification

A minimum of 48.0 credits is required for students with or without prior certification for the Master of Science degree. Students may also pursue the MS in Teaching, Learning and Curriculum without pursuing certification.

Core Courses
Completion of the following 15.0 credits (secondary certification) and 33.0 Special Education core pedagogy courses allows for recommendation for PA Instructional I and Special Education (7-12) certification. View the requirements on the Post-Baccalaureate Teaching Certificate: Elementary PreK-4 and Secondary Concentrations page for additional information on requirements for specialization in subject areas. 

Program Requirements

Track I: Teaching, Learning and Curriculum

Students complete 45.0 credit hours of pedagogy and methods course work including classroom-based field components. Successful completion of the Teacher Education Core Pedagogy and all Elementary Education or Secondary Education course work components of the degree, with the grade of B or better in each course, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential providing the candidate is a US citizen or has an appropriate visa status, and has successfully completed all appropriate state testing requirements. Annual background checks are required to participate in course work with classroom-based field components.

Elementary Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field experience required)3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field experience required)3.0
Elementary Education: Concentration in Pre-kindergarten - Grade 4 (24.0 credits)
EDUC 506Assessment of Young Learners3.0
EDUC 513Elementary Science Teaching Methods3.0
EDUC 521Typical and Atypical Development in Early Childhood Education (Field Experience Required)3.0
EDUC 529Early Literacy (Field Experience Required)3.0
EDUC 539Expressive Arts3.0
EDUC 540Field Experience (12 week full time student teaching )3.0
EDUC 555Social Studies Teaching Methods3.0
MTED 517Mathematics Methods and Content (PreK-4) (Field Experience Required)3.0
Professional Elective (3.0 credits) *3.0
Total Credits45.0
*

Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, ENTP, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM. 

Middle Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-12 (Field Experience Required)3.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field Experience Required)3.0
Middle Level Education Grades 4 - 8 Concentration in Math, English, Social Studies or Science (15.0 credits)
EDUC 507Teaching the Middle School Child ((Field Experience Required))3.0
EDUC 522Evaluation of Instruction3.0
EDUC 540Field Experience (12 week full time student teaching )3.0
EDUC 562Middle Years Social Studies Methods (Field Experience Required)1.5
EDUC 564English/Language Arts Teaching Methods for the Middle Years (Field Experience Required)1.5
EDUC 567Middle Years Science Methods (Field Experience Required)1.5
MTED 563Middle Years Mathematical Methods (4-8) (Field Experience Required)1.5
Professional Electives (12.0 credits) *12.0
Total Credits45.0
*

Complete 12.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM

Secondary Level Teacher Education Core Pedagogy (18.0 credits)
EDEX 542Fundamentals of Special Education3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-12 (Field Experience Required)3.0
EDLT 525Design for Learning with Digital Media3.0
EDUC 520Professional Studies in Instruction3.0
EDUC 565Foundations in Instructing English Language Learners (Field Experience Required)3.0
Secondary Education Grades 7-12: Concentration in Biology, Chemistry, Earth and Space Science, English, General Science, Mathematics, Physics, or Social Studies (12.0 credits)
EDUC 515Adolescent Learners in Secondary Schools (Field experience required)3.0
EDUC 522Evaluation of Instruction3.0
Candidate selects appropriate methods course (including a school-based field component) matching desired area of certification
EDUC 538English Teaching Methods (Field experience required)3.0
or EDUC 514 Science Teaching Methods
or EDUC 556 Secondary Social Studies Methods (7-12)
or MTED 519 Teaching Secondary Mathematics
EDUC 540Field Experience (12 week full time student teaching )3.0
Professional Electives (15.0 credits) *15.0
Total Credits45.0
*

Complete 15.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, or ESTM. 

Track II: Advanced Studies in Teaching, Learning and Curriculum

Students complete a total of 45.0-47.5 credit hours dependent on selected concentration. Some concentrations require participation in classroom-based field components (e.g., Autism Spectrum Disorders, Multisensory Reading Instruction Level 1, Reading Specialist, Teaching English as a Second Language). Annual background checks are required to participate in course work with classroom-based field components.

Core Courses (15.0 credits)
EDAM 714Instructional and Curriculum Leadership (Take EDLS 550 if pursuing Reading Specialist Concentration)3.0
or EDLS 550 Theories of Reading and Writing
EDLT 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
EDUC 524Current Research in Curriculum & Instruction (Take EDLS 575 if pursuing Reading Specialist Concentration)3.0
or EDLS 575 Responding to Children's and Young Adult Literature
EDUC 530Advanced Techniques in Instruction & Assessment3.0
EDUC 609Language & Culture in Education (Take EDLS 555 if pursuing Reading Specialist Concentration)3.0
or EDLS 555 Understanding Literacy through Sociocultural Perspectives
Policy, Law & Organization Courses (6.0 credits)6.0
Select two courses in Education Policy, Law & Organization EDPO or EDAM (500-799). Reading Specialist Concentration students enroll in EDLS 570 and EDLS 650.
School Law and Politics
Evidence-Based Evaluation
Literacy and Evaluation
Designing a Literacy Program
Education Policy: Concepts, Issues, and Applications
Capstone Courses (9.0-10.5 credits)
EDU 780Capstone Research3.0
Students selects and enrolls in appropriate course work following one of the following capstone tracks: Practitioner or Thesis
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
Concentration Option (15.0-16.0 credits) *15.0-16.0
Candidates may select any combination of the following for 15.0 credits: EDUC, EDEX, EDGI, EDAM, EHRD, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM (500-799 level), or candidates select a formal concentration. Formal concentration options include:
Human Resource Development (15.0 credits)
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Strategic Human Resource Development
Principles of Adult Learning
Autism Spectrum Disorders (15.0 credits)
Teaching Students with Autism Spectrum Disorder
Characteristics & Methods: Autism
Characteristics & Methods: High Functioning Autism
Communication & Language Interventions: Autism Spectrum Disorders
Behavior & Sensory Support: Autism Spectrum Disorders
Creativity and Innovation (15.0 credits)
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
Educational Policy (15.0 credits)
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
Global & International Education (15.0 credits)
Global, International & Comparative Education
Culture, Society & Education in Comparative Perspective
Globalization and Educational Change
Education and National Development
Analysis of Policy Issues in Global & International Education
Higher Education (15.0 credits)
Comparative Higher Education Systems
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Critical Issues in Student Affairs
Principles of Adult Learning
Learning Technologies (15.0 credits)
Designing Virtual Communities for Staff Development - Non-Field Experience
Technologies for Performance Support
Play & Learning in a Participatory Culture
Instructional Design Methods
The Purpose and Business of E-Learning
Multisensory Reading Instruction Level 1 (15.0 credits)
Applied Methods in Multisensory Reading Instruction
Multisensory Reading Instruction
Basic Word Study I
Basic Word Study II
Multisensory Practicum I
Multisensory Practicum II
Multisensory Practicum III
Professional Elective (minimum 3.0 credits) **
Reading Specialist Certification Concentration (16.0 credits)
Reading and Writing in the Content Areas (7-12)
Constructing Meaning through Reading and Writing
Applied Methods in Multisensory Reading Instruction
Basic Word Study I
Basic Word Study II
Multisensory Practicum I
Multisensory Practicum II
Multisensory Practicum III
Teaching English as a Second Language Certification (13.5 credits)
Language Learning & Teaching
Structure and Sound System of English
Design and Assessment
The Intercultural Learner
Professional Elective (minimum 1.5 credits) ***
Social Emotional Behavioral Wellness (12.0 credits)
Social Emotional Wellness and Evidence-Based Preventative School Practices
Understanding Social Emotional Disorders
Evidence-Based School Interventions and Trauma Informed Education/Care
Collaboration and Community Based Practices to Promote Social Emotion Wellness
Total Credits45.0-47.5
*

Candidates may opt for a formal concentration or a Customized Concentration which may include course work from other Drexel academic departments in consultation with an academic advisors. Sample customized concentrations might include:

  • Educational Administration
  • Evaluation & Assessment
  • Instructional Design
  • Instructional Technology
  • Leadership in Educational Settings
  • Learning in Game-Based Environments
  • Special Education Law and Process
  • Special Education Leadership
  • Urban Education
**

Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM.

***

Complete 1.5 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP or ESTM.

Track III: Teaching, Learning and Curriculum Dual Certification - Secondary Subject Areas with Special Education (7-12)

Students complete 48.0 credit hours of pedagogy and methods course work including classroom-based field components. Successful completion of the Teacher Education and Special Education Core Pedagogy and all Secondary Education course work components of the degree, with the grade of B or better in each course, permits Drexel to recommend the candidate for an initial PA Instructional teaching credential and 7-12 Special Education certification providing the candidate is a US citizen or has an appropriate visa status, and has successfully completed all appropriate state testing requirements. Clearances must be submitted prior to participation in course work with classroom-based field components.

Dual Certification Middle Level (4-8) Mathematics, Science, English or Social Studies Core (51.0 credits):
EDEX 536Special Education Law and Process3.0
EDEX 542Fundamentals of Special Education3.0
EDEX 543Emotional and Behavioral Support of Individuals with Disabilities 3.0
EDEX 544Inclusive Practices3.0
EDEX 549Teaching Individuals with High Incident Disabilities3.0
EDEX 550Teaching Individuals with Low Incident Disabilities3.0
EDEX 552Integrating Technology for Learning & Achievement3.0
EDEX 555Teaching Students with Autism Spectrum Disorder3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDEX 578Special Education Practicum PK-123.0
EDEX 588Implementing Academic Interventions in Inclusive Educational Environments3.0
EDUC 507Teaching the Middle School Child3.0
EDUC 522Evaluation of Instruction3.0
EDUC 540Field Experience3.0
EDUC 562Middle Years Social Studies Methods1.5
EDUC 564English/Language Arts Teaching Methods for the Middle Years1.5
EDUC 565Foundations in Instructing English Language Learners3.0
EDUC 567Middle Years Science Methods1.5
MTED 563Middle Years Mathematical Methods (4-8)1.5
Total Credits51.0
Dual Certification Secondary (7-12) General Science, Physics, Chemistry, Biology, Earth and Space Science, English, Social Studies or Mathematics Core (48.0 credits)
EDEX 536Special Education Law and Process3.0
EDEX 542Fundamentals of Special Education3.0
EDEX 543Emotional and Behavioral Support of Individuals with Disabilities (Field Experience Required)3.0
EDEX 544Inclusive Practices (Field Experience Required)3.0
EDEX 549Teaching Individuals with High Incident Disabilities (Field Experience Required)3.0
EDEX 550Teaching Individuals with Low Incident Disabilities (Field Experience Required)3.0
EDEX 552Integrating Technology for Learning & Achievement (Field Experience Required)3.0
EDEX 555Teaching Students with Autism Spectrum Disorder (Field Experience Required)3.0
EDEX 568Literacy and Content Skill Development PK-123.0
EDEX 578Special Education Practicum PK-123.0
EDEX 588Implementing Academic Interventions in Inclusive Educational Environments3.0
EDUC 514Science Teaching Methods (Stage III Pre Student Teaching Required)3.0
or MTED 519 Teaching Secondary Mathematics
or EDUC 556 Secondary Social Studies Methods (7-12)
or EDUC 538 English Teaching Methods
EDUC 515Adolescent Learners in Secondary Schools (Field Experience Required)3.0
EDUC 522Evaluation of Instruction3.0
Candidate selects appropriate methods course (including a school-based field component) matching desired area of certification
EDUC 540Field Experience (12 week Student Teaching experience required)3.0
EDUC 565Foundations in Instructing English Language Learners3.0
Total Credits48.0

Sample Plan of Study

Track I: Initial Certification Track - Secondary Education (Grades 7 - 12)

Students must declare a concentration in Biology, Chemistry, General Science, Earth and Space Science, Physics, Mathematics, English or Social Studies and take appropriate course for concentration during Term 5
 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5203.0EDUC 5153.0EDEX 5683.0EDUC 5223.0
EDEX 5423.0EDEX 5443.0MS elective3.0EDLT 5253.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5143.0EDUC 5403.0MS elective3.0MS elective3.0
EDUC 5653.0 MS elective3.0MS elective3.0
 6 3 6 6
Total Credits 45

Track I: Initial Certification Track - Elementary Education (Grades PreK-4) 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5203.0EDLT 5253.0EDEX 5683.0EDUC 5063.0
EDEX 5423.0EDEX 5443.0EDUC 5213.0EDUC 5133.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5293.0EDUC 5403.0EDUC 5653.0EDUC 5393.0
MTED 5173.0 EDUC 5553.0MS elective3.0
 6 3 6 6
Total Credits 45

Track II: Advanced Studies in Teaching, Learning and Curriculum 

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5243.0EDLT 5323.0EDAM 7143.0MS elective3.0
EDUC 6093.0EDUC 5303.0MS elective3.0MS elective3.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDU 7803.0EDUP 780 or EDUT 7803.0EDUP 781 or EDUT 7813.0-4.5MS elective3.0
MS elective3.0MS elective3.0 MS elective3.0
 6 6 3-4.5 6
Total Credits 45-46.5

 Track II: Advanced Studies in Teaching, Learning and Curriculum (Reading Specialist Concentration)

First Year
   SummerCredits
   EDLS 5753.0
   EDLS 6201.0
   EDUC 5303.0
    7
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDLS 5503.0EDLS 5553.0EDLS 6261.0EDLS 5653.0
EDLS 6223.0EDLS 6233.0EDLS 5603.0EDLS 6503.0
EDLS 6241.0EDLS 6251.0EDLS 5703.0EDU 7803.0
 7 7 7 9
Third Year
FallCreditsWinterCredits  
EDUP 780 or EDUT 7803.0EDLT 5323.0  
 EDUP 781 or EDUT 7813.0-4.5  
 3 6-7.5  
Total Credits 46-47.5

Track III: Dual Certification Secondary (7-12) Subject Areas and Special Education (PK-12)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 5653.0EDEX 5443.0EDEX 5523.0EDEX 5553.0
EDEX 5423.0EDUC 5153.0EDEX 5683.0EDUC 5223.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 514, MTED 519, EDUC 556, or EDUC 5383.0EDEX 5433.0EDEX 5783.0EDEX 5503.0
 EDUC 5403.0EDEX 5883.0 
 3 6 6 3
Third Year
FallCredits   
EDEX 5493.0   
EDEX 5363.0   
 6   
Total Credits 48

 Track III: Dual Certification Middle Level (4-8) Subject Areas and Special Education (PK-12)

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 5423.0EDEX 5443.0EDEX 5683.0EDUC 5223.0
EDUC 5653.0EDUC 5073.0EDEX 5523.0EDEX 5553.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
MTED 5631.5EDUC 5403.0EDEX 5783.0EDEX 5503.0
EDUC 5671.5EDUC 5621.5EDEX 5883.0 
 EDUC 5641.5  
 3 6 6 3
Third Year
FallCreditsWinterCredits  
EDEX 5363.0EDEX 5433.0  
EDEX 5493.0   
 6 3  
Total Credits 51

Note: Some terms above 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.

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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