Elementary Education Middle Level (Math/English) BS/MS in Higher Education Leadership MS
Major: Elementary Education, Middle Level (Math/English) and Higher Education Leadership
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: 25-2022
MS Classification of Instructional Programs (CIP) code: 13-130406
MS Standard Occupational Classification (SOC) code: 11-9033
About the Program
The BS/MS in Teacher Education with Middle Level Math/English certification and MS in Higher Education Leadership offers a flexible, innovative curriculum with a unique emphasis on creative problem solving and the application of the latest technologies to learning. This accelerated degree program allows candidates to pursue a BS in Education (Middle Level, Math/English) with Pennsylvania initial state teacher certification and continue for a fifth graduate year to complete the MS in Higher Education Leadership.
The BS/MS in Teacher Education and Higher Education Leadership prepares students academically and practically for careers in PK–12 teaching or other post-secondary educational settings, including capabilities to:
• Demonstrate professional ethics and independent and creative academic best practices that exhibit outstanding leadership, organizational, cross cultural, inter-personal and advocacy skills including the ability to communicate effectively with internal and external groups.
• Understand the changing role of teachers in increasingly diverse societies
• Demonstrate a strong academic background in all subject areas that meet PDE requirements including literacy, language and STEM areas
• Demonstrate the ability to create and maintain a positive and democratic classroom climate for students
• Demonstrate a thorough understanding of child development in their ability to develop and implement learning opportunities that are unique to every child
• Develop creative academic leadership skills with a global perspective on current educational issues, knowledge of best pedagogical practices, tools to effectively integrate technology in curriculum, assessment and instruction, and a strong academic background in all subject areas that meet PDE content requirements.
• Develop competencies to become reflective practitioners who are lifelong learners, who base their practice on theory, research, and developmentally appropriate pedagogy by analyzing, implementing, and evaluating existing and new instructional strategies and practices in a variety of educational institutions/organizations.
• Demonstrate advanced teaching knowledge and skills well beyond that required for initial Pennsylvania certification
• Develop advanced skills 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.
• Have in-depth knowledge of both public and private (non-profit and for-profit) institutions as well as small and large institutions.
Additional Information
For more information, please visit the School of Education's website.
Admission Requirements
BS/MS application must be submitted during Sophomore year before 120 undergraduate credits have been completed with cumulative 3.0 GPA to gain acceptance into BS/MS program. Continuation as a BS/MS student in Higher Education Leadership requires maintaining minimum term and cumulative 3.0 GPA.
Degree Requirements
| General Education/Content Requirements | ||
| ARTH 101 | History of Art I | 3.0 |
| BIO 161 | General Biology I | 3.0 |
| BIO 162 | General Biology II | 3.0 |
| CHEM 111 | General Chemistry I | 4.0 |
| CIVC 101 | Introduction to Civic Engagement | 1.0 |
| COM 111 | Principles of Communication | 3.0 |
| COOP 101 | Career Management and Professional Development * | 1.0 |
| ECON 201 | Principles of Microeconomics | 4.0 |
| ENGL 101 | Composition and Rhetoric I: Inquiry and Exploratory Research | 3.0 |
| or ENGL 111 | English Composition I | |
| ENGL 102 | Composition and Rhetoric II: Advanced Research and Evidence-Based Writing | 3.0 |
| or ENGL 112 | English Composition II | |
| ENGL 103 | Composition and Rhetoric III: Themes and Genres | 3.0 |
| or ENGL 113 | English Composition III | |
| ENGL 304 | Young Adult Fiction | 3.0 |
| ENVS 260 | Environmental Science and Society | 3.0 |
| HIST 201 | United States History to 1815 | 4.0 |
| HIST 275 | History of Pennsylvania | 3.0 |
| LING 101 | Introduction to Linguistics | 3.0 |
| MATH 171 | Introduction to Analysis A | 3.0 |
| MATH 172 | Introduction to Analysis B | 3.0 |
| MATH 173 | Introduction to Analysis C | 3.0 |
| or MATH 107 | Probability and Statistics for Liberal Arts | |
| MATH 205 | Survey of Geometry | 3.0 |
| MUSC 130 | Introduction to Music | 3.0 |
| NFS 100 | Nutrition, Foods, and Health | 2.0 |
| NFS 101 | Introduction to Nutrition & Food | 1.0 |
| PHYS 151 | Applied Physics | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| PSY 320 [WI] | Educational Psychology | 3.0 |
| PSY 330 | Cognitive Psychology | 3.0 |
| SOC 335 | Sociology of Education | 3.0 |
| UNIV T101 | The Drexel Experience | 1.0 |
| WRIT 225 [WI] | Creative Writing | 3.0 |
| or WRIT 301 | Writing Poetry | |
| Pedagogy Requirements | ||
| EDEX 142 | Special Education Foundations: Referral and Assessment | 3.0 |
| EDEX 344 | Inclusive Practices | 3.0 |
| EDEX 368 [WI] | Literacy and Content Skill Development PK-12 | 3.0 |
| EDLT 325 | Design for Learning with Digital Media | 3.0 |
| EDLT 326 | Technology Applications for Learning | 3.0 |
| EDPO 312 | Educational Policy, Law & Advocacy | 3.0 |
| EDUC 101 | Foundations in Education I: A Historical and Philosophical Perspective | 3.0 |
| EDUC 106 | First Year Seminar: A Case of Schools and Cities | 1.0 |
| EDUC 107 | First Year Seminar: Exploring Pedagogies | 1.0 |
| EDUC 108 | First Year Seminar: Designing Learning Spaces | 1.0 |
| EDUC 123 | Adolescent Development | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 306 | Assessment of Young Children I | 3.0 |
| EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
| EDUC 316 | Teaching in Urban Contexts | 3.0 |
| EDUC 324 | Current Research in Curriculum & Instruction | 3.0 |
| EDUC 326 [WI] | Language Arts Processes | 3.0 |
| EDUC 328 | Language Arts Processes 4-8 | 3.0 |
| EDUC 355 | Social Studies Teaching Methods | 3.0 |
| EDUC 360 | English/Language Arts Teaching Methods for the Middle Years | 1.5 |
| EDUC 361 | Middle Years Science Methods | 1.5 |
| EDUC 362 | Middle Years Social Studies Methods | 1.5 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| MTED 363 | Middle Years Mathematics Methods (4-8) | 1.5 |
| MTED 418 | Mathematics Methods and Content | 3.0 |
| Student Teaching Experience | ||
| EDUC 409 [WI] | Teaching Seminar I | 9.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| Free Electives | 12.0 | |
| Master's Requirements | ||
| Higher Education Leadership Core Courses | ||
| EDCR 510 | Leadership in Educational Contexts and Systems | 3.0 |
| EDCR 512 | Using and Integrating Learning Technologies | 3.0 |
| EDCR 514 | Diversity, Equity, and Social Justice in Education | 3.0 |
| EDCR 518 | Evidence-Based Evaluation | 3.0 |
| EDHE 501 | Foundations of Higher Education and Governance | 3.0 |
| EDHE 521 | Student Development Theory and Application | 3.0 |
| EDHE 531 | Legal Issues & Ethics in Higher Education | 3.0 |
| EDHE 541 | Institutional Assessment, Accreditation and Effectiveness | 3.0 |
| EDHE 607 | Higher Education Career Development, Leadership & Application | 3.0 |
| Capstone | ||
| EDU 780 | Capstone Research | 3.0 |
| Students have the option to select from the Practitioner or Thesis capstone track. | ||
| EDUP 780 | Practitioner Capstone Course I | 3.0 |
| or EDUT 780 | Thesis Capstone Course I | |
| EDUP 781 | Practitioner Capstone Course II | 3.0-4.5 |
| or EDUT 781 | Thesis Capstone Course II | |
| Electives or Concentration (see below) ** | 9.0 | |
| Students select either any three elective courses (from offerings within the School of Education) or three courses within one of the concentrations offered. | ||
| Concentration in Global and International Education | ||
| Select three of the following: | ||
| Global, International & Comparative Education | ||
| Comparative Higher Education Systems | ||
| Culture, Society & Education in Comparative Perspective | ||
| Globalization and Educational Change | ||
| Analysis of Policy Issues in Global & International Education | ||
Elective | ||
| Concentration in Education Policy | ||
| Required: | ||
| Education Policy: Concepts, Issues, and Applications | ||
| Select two of the following: | ||
| The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics | ||
| American Educational Policy and U.S. Competitiveness | ||
or EDGI 604 | Quantitative Literacy: Interpreting and reporting data for educational policy and research | |
| Ethics in Educational Policy Making | ||
| Access & Equity in Educational Policy Making | ||
Elective | ||
| Concentration in Learning Technologies and Instructional Design | ||
| Select three of the following: | ||
| The Learning Sciences | ||
| Learning Engineering | ||
| Play & Learning in a Participatory Culture | ||
or EDLT 591 | Learning Analytics: Lenses on students, teaching, and curriculum enactment | |
| Instructional Design Methods | ||
| Teaching and Learning Issues in E-Learning | ||
| Concentration in Student Development and Affairs | ||
| Critical Issues & Risk Management in Student Affairs | ||
| Student Success: Learning and Innovative Support Services | ||
Elective | ||
| Concentration in Mind, Brain, Learning & Administration | ||
| Required: | ||
| Mind, Brain and Learning | ||
| Select one of the following: | ||
| Neurodiversity in Education and Workforce | ||
| Neuropedagogy and Assessment | ||
| Select one of the following: | ||
| Critical Issues & Risk Management in Student Affairs | ||
| Student Success: Learning and Innovative Support Services | ||
| Concentration in Creativity & Innovation | ||
| Required: | ||
| Foundations in Creativity | ||
| Select two of the following: | ||
| Tools and Techniques in Creativity | ||
| Creativity in the Workplace | ||
Elective | ||
| Concentration in Human Resource Development | ||
| Foundations of Human Resources Development | ||
| Strategic Human Resource Development | ||
Elective | ||
| Total Credits | 225.0-226.5 | |
- *
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.
- **
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, SCL.
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 | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| BIO 161 | 3.0 | CIVC 101 | 1.0 | EDEX 142 | 3.0 | VACATION | |
| EDUC 101 | 3.0 | COM 111 | 3.0 | EDUC 108 | 1.0 | ||
| EDUC 106 | 1.0 | EDUC 107 | 1.0 | ENGL 103 or 113 | 3.0 | ||
| EDUC 123 | 3.0 | ENGL 102 or 112 | 3.0 | ENVS 260 | 3.0 | ||
| ENGL 101 or 111 | 3.0 | MATH 172 | 3.0 | LING 101 | 3.0 | ||
| MATH 171 | 3.0 | MUSC 130 | 3.0 | MATH 107 or 173 | 3.0 | ||
| UNIV T101 | 1.0 | ||||||
| 17 | 14 | 16 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| BIO 162 | 3.0 | COOP 101* | 1.0 | EDEX 368 | 3.0 | CHEM 111 | 4.0 |
| EDEX 344 | 3.0 | EDUC 306 | 3.0 | EDUC 216 | 3.0 | EDLT 325 | 3.0 |
| EDUC 205 | 1.0 | EDUC 365 | 3.0 | EDUC 308 | 3.0 | EDUC 305 | 1.0 |
| HIST 275 | 3.0 | EDPO 312 | 3.0 | MATH 205 | 3.0 | PSY 320 | 3.0 |
| PSY 101 | 3.0 | PHYS 151 | 3.0 | MTED 418 | 3.0 | SOC 335 | 3.0 |
| (UG) Free Elective | 3.0 | WRIT 225 or 301 | 3.0 | ||||
| 16 | 16 | 15 | 14 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP EXPERIENCE | COOP EXPERIENCE | EDLT 326 | 3.0 | ECON 201 | 4.0 | ||
| EDUC 361 | 1.5 | EDUC 360 | 1.5 | EDUC 316 | 3.0 | EDUC 324 | 3.0 |
| MTED 363 | 1.5 | EDUC 362 | 1.5 | EDUC 326 | 3.0 | EDUC 328 | 3.0 |
| EDUC 355 | 3.0 | ENGL 304 | 3.0 | ||||
| EDHE 501 | 3.0 | PSY 330 | 3.0 | ||||
| GR Concentration | 3.0 | ||||||
| 3 | 3 | 15 | 19 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 409 | 9.0 | EDUC 410 | 9.0 | ARTH 101 | 3.0 | Student Converts to GR status | |
| (UG) Free elective | 3.0 | (UG) Free elective | 3.0 | EDUC 405 | 1.0 | EDHE 531 | 3.0 |
| EDCR 510 | 3.0 | EDCR 514 | 3.0 | HIST 201 | 4.0 | EDHE 541 | 3.0 |
| NFS 100 | 2.0 | GR Concentration | 3.0 | ||||
| NFS 101 | 1.0 | ||||||
| (UG) Free elective | 3.0 | ||||||
| EDCR 518 | 3.0 | ||||||
| 15 | 15 | 17 | 9 | ||||
| Fifth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDCR 512 | 3.0 | EDUP 780 or EDUT 780 | 3.0 | EDHE 521 | 3.0 | ||
| EDHE 607 | 3.0 | GR Concentration | 3.0 | EDUP 781 or EDUT 781 | 3.0-4.5 | ||
| EDU 780 | 3.0 | ||||||
| 9 | 6 | 6-7.5 | |||||
| Total Credits 225-226.5 | |||||||
- *
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.
Students not participating in co-op will take an extra Free Elective credit 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
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