Elementary Education PK-4th Grade BS / Creativity & Innovation MS

Major: Elementary Education, PK-4 Grade and Creativity & Innovation
Degree Awarded: Bachelor of Science (BS) and Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 225.0
Co-op Options: One Co-op (Five years)
BS Classification of Instructional Programs (CIP) code: 13.1202
BS Standard Occupational Classification (SOC) code: 25-2031
MS Classification of Instructional Programs (CIP) code: 13.9999
MS Standard Occupational Classification (SOC) code: 11-9199

About the Program 

Drexel University School of Education's Teacher Education programs have always been on the leading edge of the use of new pedagogies to improve student learning outcomes, new models of student teaching and conducting field experience placements, and ways of integrating technology in the teaching and learning. Coupling the Bachelor of Science in Elementary Education (Grades PK-4) degree with the School of Education's Master of Science in Creativity & Innovation to create an accelerated BS/MS degree is just another in a long list of innovations that helps ensure that Drexel's programs remains the leading edge leader in producing outstanding teachers.

This BS/MS Education and Creativity & Innovation program attracts pre-service teachers who envision preparing their students for the new economy(s) and jobs, as well as for the challenges and adventures that will continue to unfold throughout the 21st century.

Twenty-first century students deserve 21st century teachers and education leaders, and this accelerated BS/MS program prepares the pre-service with the teaching and creativity mindsets to excel in that world.

Creativity research makes clear that teachers who understand creativity—what it is and what it is not—as well as their own creative strength areas, are better able to recognize creativity in their students and capitalize on the knowledge to help advance their students academically. The coursework in the Creativity & Innovation component of the BS/MS degree specifically blends the cognitive theories and neuroscience of creativity toward assisting the pre-service teacher's understanding of creativity, the hands-on tools and techniques of actively developing their students' creativity mindsets through creating school and classroom environments that allow creativity and innovation to flourish, and the ability to build collaboration with colleagues and school leadership to implement and adapt those tools and techniques for the benefit of all within the school.

The coursework experience is very hands-on and so powerfully interesting! The future is all about the Creativity & Innovation's program outcomes, i.e., the abilities and creativity mindset for: readily adapting to change, recognizing and identifying the real issue behind the issue, quickly generating plausible and creative solutions to identified issues, using learned creative problem-solving methods to employ methodical analysis of a menu of creative solutions, providing a translation of the latest research in creativity and innovation so as to apply to academic settings, and your serving as a leader to your future students and colleagues for fostering creative and innovative environments to learn.

The BS program requires that candidates have a B average (3.0 GPA) in content courses needed for teacher certification in addition to the grade of B or better in each EDEX, EDLT, EDPO, EDUC, ESTM and MTED courses throughout their time in the program. These requirements must be satisfied for Drexel to recommend the candidates for teacher certification upon graduation and/or be considered to have completed the program. Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components. 

Additional Information

More information is available at the School of Education's website.

Admission Requirements

BS Candidate will complete the BS/MS application and have of 3.0 GPA or higher at the time of admittance to the BS/MS program when they have achieved between 90.0 and 120.0 credits. The BS/MS candidate must maintain an overall GPA of 3.0 or above as well as each term.

Degree Requirements

General Education/Content Requirements
BIO 100Applied Cells, Genetics & Physiology3.0
or BIO 161 General Biology I
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
or BIO 162 General Biology II
CHEM 111General Chemistry I4.0
CIVC 101Introduction to Civic Engagement *1.0
COM 111Principles of Communication3.0
COOP 101Career Management and Professional Development *1.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
or ENGL 111 English Composition I
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
or ENGL 112 English Composition II
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
or ENGL 113 English Composition III
ENVS 260Environmental Science and Society3.0
HIST 275History of Pennsylvania3.0
MATH 171Introduction to Analysis A3.0
MATH 172Introduction to Analysis B3.0
MATH 173Introduction to Analysis C3.0
or MATH 107 Probability and Statistics for Liberal Arts
MUSC 130Introduction to Music3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PHYS 151Applied Physics3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
UNIV T101The Drexel Experience *1.0
English (Literature) elective: Select course between ENGL 200 - ENGL 3603.0
Free electives13.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 344Inclusive Practices3.0
EDEX 368 [WI] Literacy and Content Skill Development PK-123.0
EDLT 325Design for Learning with Digital Media3.0
EDPO 312Educational Policy, Law & Advocacy3.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 106First Year Seminar: A Case of Schools and Cities1.0
EDUC 107First Year Seminar: Exploring Pedagogies1.0
EDUC 108First Year Seminar: Designing Learning Spaces1.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 210Early Language Development3.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 222Development in Early Childhood Education3.0
EDUC 236Early Literacy I3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 306Assessment of Young Children I3.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 314Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 326 [WI] Language Arts Processes3.0
EDUC 335Engaging the Learner3.0
EDUC 336Early Literacy II3.0
EDUC 338Expressive Arts for PK-43.0
EDUC 355Social Studies Teaching Methods3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
EDUC 411Family and Community Partnerships3.0
ESTM 342Teaching Engineering Concepts to Children3.0
MTED 417Mathematics Methods and Content: Early Childhood3.0
MTED 418Mathematics Methods and Content3.0
Student Teaching Experience
EDUC 409 [WI] Teaching Seminar I9.0
EDUC 410 [WI] Student Teaching9.0
MS in Creativity & Innovation Core
CRTV 501Foundations in Creativity3.0
CRTV 502Tools and Techniques in Creativity3.0
CRTV 503Creativity in the Workplace3.0
CRTV 610Creativity and Change Leadership3.0
CRTV 615Neuroscience, Creativity and Innovation3.0
CRTV 630Global Perspectives on Creativity3.0
CRTV 650Current Trends in Creativity & Innovation3.0
CRTV 660Diagnostic Creative Intervention3.0
Professional Electives or Graduate Minor in Mind, Brain & Learning (MB&L)*
Choose 3 courses:9.0
Mind, Brain and Learning
Neurodiversity in Education and Workforce
Neuropedagogy and Assessment
Leadership in Educational Contexts and Systems
Diversity, Equity, and Social Justice in Education
*Successfully completing CRTV 600, CRTV 604, and CRTV 608 in addition to the required CRTV 615 Core Course fulfills requirements for Graduate Minor in MB&L
Concentration Course Options (Select one concentration from the options below)12.0
Human Resource Development
Foundations of Human Resources Development
Coaching and Mentoring for Sustainable Learning
Organization Development and Change
Strategic Human Resource Development
Principles of Adult Learning
Global & International Education
Global, International & Comparative Education
Culture, Society & Education in Comparative Perspective
Education for Global Citizenship, Sustainability, and Social Justice
Measuring the World: Education and National Development
Higher Education
Foundations of Higher Education and Governance
Legal Issues & Ethics in Higher Education
Higher Education Career Development, Leadership & Application
Principles of Adult Learning
Learning Technologies
The Learning Sciences
Using and Integrating Learning Technologies
Learning Engineering
Play & Learning in a Participatory Culture
Learning Analytics: Lenses on students, teaching, and curriculum enactment
Instructional Design Methods
Learning in Game-Based Environments
Foundations of Game-Based Learning
Play & Learning in a Participatory Culture
Integrating Games & Pedagogical Content Knowledge
Instructional Design Methods
Custom-Designed Concentration
A custom-designed concentration will consist of 12.0 professional electives that will be selected in consultation with the Program Director and/or Advisor. You may also choose to declare a Graduate Minor.
Total Credits225.0

COOP 101, CIVC 101 and  UNIV T101 are not required for Education transfer students. Instead, these 3.0 credits are replaced with free electives.

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.

Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Program. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.

Sample Plan of Study

4+1, 1 co-op (Accelerated program completed in 5 years)*

Students complete undergraduate requirements in four years, then convert to graduate status in the fifth and final year.

First Year
EDUC 1013.0BIO 100 or 1613.0EDEX 1423.0VACATION
EDUC 1061.0CIVC 101**1.0EDUC 1081.0 
EDUC 2223.0COM 1113.0ENGL 103 or 1133.0 
ENGL 1013.0EDUC 1071.0MATH 173 or 1073.0 
MATH 1713.0ENGL 102 or 1123.0MUSC 1303.0 
UNIV T101**1.0MATH 1723.0PSY 1013.0 
 (UG) Free Elective3.0  
 14 17 16 0
Second Year
CHEM 1114.0BIO 101 or 1613.0EDUC 2363.0EDPO 3123.0
EDEX 3443.0COOP 101**1.0EDUC 3263.0EDUC 2103.0
EDUC 2051.0EDEX 3683.0EDUC 3363.0EDUC 3063.0
EDUC 3083.0EDUC 2163.0EDUC 3653.0EDUC 3353.0
PSY 3303.0EDUC 3143.0NFS 1002.0HIST 2753.0
 EDUC 3163.0NFS 1011.0MTED 4173.0
  PSY 3203.0 
 14 16 18 18
Third Year
  EDUC 3051.0EDUC 3243.0
  ESTM 3423.0EDUC 3383.0
  PHYS 1513.0EDUC 3553.0
  (UG) English (Literature) Elective: ENGL 200 - ENGL 3603.0MTED 4183.0
  CRTV 5013.0CRTV 5023.0
 0 0 17 18
Fourth Year
EDUC 4051.0EDUC 4109.0ENVS 2603.0Student classified as Graduate Student
EDUC 4099.0SOC 3353.0(UG) Free electives10.0CRTV 6153.0
EDUC 4113.0(GR) MS Concentration Course3.0CRTV 5033.0CRTV 6503.0
   (GR) MS Concentration Course3.0
 13 15 16 9
Fifth Year
CRTV 6103.0(GR) MS Concentration Course or Professional Elective3.0CRTV 6603.0 
CRTV 6303.0(GR) MS Concentration or Professional Elective3.0(GR) MS Concentration or Professional Elective3.0 
(GR) MS Concentration or Professional Elective3.0(GR) MS Concentration or Professional Elective3.0  
 9 9 6 
Total Credits 225

Students must receive Department permission to pursue the NCOP option. Students will work directly with their advisor to establish a unique plan of study.


COOP 101, CIVC 101 and  UNIV T101 are not required for Education transfer students. Instead, these 3.0 credits are replaced with free electives.

Co-op cycles may vary. Students are assigned a co-op cycle (fall/winter, spring/summer, summer-only) based on their co-op program (4-year, 5-year) and major. 

COOP 101 registration is determined by the co-op cycle assigned and may be scheduled in a different term. Select students may be eligible to take COOP 001 in place of COOP 101.

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Associate Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
Eric Brewe, PhD (Arizona State University). Associate Professor. Physics Education Research, introductory course reform, network analysis in learning, neuromechanisms of learning.
Stephanie Smith Budhai, PhD (Drexel University). Associate Clinical Professor. Teacher and higher education, culturally responsive teaching, equity and social justice, online learning, community engagement and service-learning, family involvement and partnerships, and learning technologies.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh) Department Head, Global Studies and Modern Languages. Professor. Comparative and international education, education of ethnic and linguistic minorities, refugees, China studies.
James Connell, PhD (Louisiana State University) Founding Clinical Core Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University) Associate Dean for Academic Affairs and Graduate Studies. Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Rajashi Ghosh, PhD (University of Louisville, Kentucky) Department Chair for Policy, Organization & Leadership. Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Dominic F. Gullo, PhD (Indiana University). Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
H. Bernard Hall, PhD (Temple University). Assistant Professor. Hip-hop Pedagogy, English Education, Urban Teacher Education.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Deanna Hill, JD, PhD (University of Pittsburgh). Associate Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Senior Vice Provost for Faculty Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon) Associate Dean of Research. Associate Professor. Educational administration, leadership development, survey & instrument design.
Larry Keiser, PhD (Drexel University). Assistant Clinical Professor. Education and corporate/business leaders’ creativity and entrepreneurial mindsets; creative school/work environments; neuroscience of creativity; everyday creativity for teachers and educators.
Kristy Kelly, PhD (University of Wisconsin, Madison). Associate Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Cameron Kiosoglous, PhD (Virginia Tech University) Program Director. Assistant Clinical Professor. Coached on the USRowing National Team staff since 2002, including the 2004, 2008, 2012, and 2016 Olympic Games; coaching development; measuring coaching quality; self-insight and reflective practices; coaching leadership; conference presenter; published author.
Valerie Klein, PhD (Amherst College). Associate Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Peggy Kong, PhD (Harvard University). Associate Clinical Professor. Comparative and international education, equity in education, family and community, Chinese education and society, sociology of education
Michael G. Kozak, Ed.D. (Rowan University). Assistant Clinical Professor. Leadership, STEAM, online and blended learning environments, systems thinking, experiential learning, K-12 education, and facilitating change
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
Vera Lee, EdD (University of Pennsylvania) Department Chair for Teaching, Learning & Curriculum. Associate Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Associate Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Harriette Rasmussen, EdD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and change.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Janet Sloand, EdD (Duquesne University) Department Chair for Teaching, Learning & Curriculum. Associate Clinical Professor. Special Education Leadership, Trauma-informed care, Parent engagement in special education service delivery.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Clinical Professor. Designing effective and efficient community-based interventions, Severe behavior disorders, Functional behavior assessment
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.

Emeritus Faculty

Mary Jo Grdina, PhD (Case Western Reserve University). Clinical Professor. Undergraduate studies, science education, curriculum design.
Joyce Pittman, PhD (Iowa State University of Science and Technology). Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Fredricka K. Reisman, PhD (Syracuse University) School of Education, Founder, Drexel School of Education. Professor Emerita. Director, Freddie Reisman Center for Translational Research in Creativity and Motivation, Creator and Former Director-Creativity and Innovation Programs, Co-Director- Drexel/Torrance Center for Creativity and Innovation, Drexel University Named Recognition- Freddie Reisman Faculty Scholarly and Creative Activity Awards