Elementary Education PK4 BS / Special Education MS
Major: Elementary Education, PK-4 and Special Education
Degree Awarded: Bachelor of Science (BS) and Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 228.0
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: 13.1001
MS Standard Occupational Classification (SOC) code: 25-2051; 25-2052; 25-2053; 25-2054; 25-2059
About the Program
The BS/MS in Teacher Education with Elementary Education and MS in Special Education 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 with Pennsylvania initial state teacher certification and continue for a fifth graduate year to complete the MS in Special Education which would allow them to also obtain special education certification.
The BS/MS in Teacher Education and Special Education track prepares students academically and practically for careers in PK–12 teaching or other 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.
Admission Requirements
Same as BS in Elementary Education, BSMS application must be submitted during Sophomore year before 120 credits have been completed with cumulative 3.0 GPA to gain acceptance into BS/MS program. Continuation as a BS/MS student in Special Education program requires maintaining minimum term and cumulative 3.0 GPA.
Degree Requirements
| General Education/Content Requirements | ||
| BIO 100 | Applied Cells, Genetics & Physiology | 3.0 |
| or BIO 161 | General Biology I | |
| BIO 101 | Applied Biological Diversity, Ecology & Evolution | 3.0 |
| or BIO 162 | General Biology II | |
| 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 | |
| ENVS 260 | Environmental Science and Society | 3.0 |
| HIST 275 | History of Pennsylvania | 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 | |
| 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 |
| English (Literature) elective: Select course between ENGL 200 - ENGL 360 | 3.0 | |
| Free electives | 10.0 | |
| 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 |
| 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 120 | Child Development I: Typical Development | 3.0 |
| EDUC 121 | Child Development II: Atypical Development | 3.0 |
| EDUC 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 210 | Early Language Development | 3.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 236 | Early Literacy I | 3.0 |
| EDUC 305 [WI] | Junior Pedagogy Seminar | 1.0 |
| EDUC 306 | Assessment of Young Children | 3.0 |
| EDUC 308 | Creating a Positive Classroom Climate | 3.0 |
| EDUC 314 | Science Teaching Methods | 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 335 | Engaging the Learner | 3.0 |
| EDUC 336 | Early Literacy II | 3.0 |
| EDUC 338 | Expressive Arts for PK-4 | 3.0 |
| EDUC 355 | Social Studies Teaching Methods | 3.0 |
| EDUC 365 | Foundations in Instructing English Language Learners | 3.0 |
| EDUC 405 | Senior Pedagogy Seminar | 1.0 |
| EDUC 411 | Family and Community Partnerships | 3.0 |
| ESTM 342 | Teaching Engineering Concepts to Children | 3.0 |
| MTED 417 | Mathematics Methods and Content: Early Childhood | 3.0 |
| MTED 418 | Mathematics Methods and Content | 3.0 |
| Student Teaching Experience | ||
| EDUC 409 [WI] | Student Teaching Seminar I | 9.0 |
| EDUC 410 [WI] | Student Teaching | 9.0 |
| MS in Special Education | ||
| Core Courses | ||
| EDEX 536 | Special Education Law and Process | 3.0 |
| EDEX 543 | Emotional and Behavioral Support of Individuals with Disabilities | 3.0 |
| EDEX 549 | Teaching Individuals with High Incident Disabilities | 3.0 |
| EDEX 550 | Teaching Individuals with Low Incident Disabilities | 3.0 |
| EDEX 552 | Integrating Technology for Learning & Achievement | 3.0 |
| EDEX 555 | Teaching Students with Autism Spectrum Disorder | 3.0 |
| EDEX 575 | Teaching STEAM in an Inclusive Environment PK-12 | 3.0 |
| EDEX 578 | Special Education Practicum PK-12 | 3.0 |
| EDEX 588 | Implementing Academic Interventions in Inclusive Educational Environments | 3.0 |
| Concentration Options | ||
| Students obtaining an initial certification must complete the following concentration: | ||
| Initial Certification Concentration | 24.0 | |
| Special Education Student Teaching Seminar | ||
| Fundamentals of Special Education | ||
| Inclusive Practices | ||
| Literacy and Content Skill Development PK-12 | ||
| Adolescent Learners in Secondary Schools | ||
| Typical and Atypical Development in Early Childhood Education | ||
| Evaluation of Instruction | ||
| Students not obtaining an initial certification must complete one of the following Capstone options | ||
| EDU 780 | Capstone Research | 3.0 |
| Students have the option to select from one of the Capstone tracks: | 6.0-7.5 | |
| Practitioner | ||
| Practitioner Capstone Course I | ||
| Practitioner Capstone Course II | ||
| Thesis | ||
| Thesis Capstone Course I | ||
| Thesis Capstone Course II | ||
| Students not obtaining an initial certification must also complete one of the following concentrations: | ||
| Concentration Options (Choose 1) | ||
| Social Emotional Behavior Wellness | 12.0 | |
| 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 | ||
| Autism Spectrum Disorders | 12.0 | |
| Characteristics & Methods: Autism | ||
| Characteristics & Methods: High Functioning Autism | ||
| Communication & Language Interventions: Autism Spectrum Disorders | ||
| Behavior & Sensory Support: Autism Spectrum Disorders | ||
| Collaborative Special Education Law and Process | 12.0 | |
| Family, School and Community Engagement in Special Education | ||
| Special Education Advocacy | ||
| Special Education Dispute Resolution and Skills Training | ||
| School Law & Policy in Special Education | ||
| Dyslexia Specialist Certificate ** | 12.0 | |
| 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 | ||
| Special Education Leadership | 16.0 | |
| School Law & Policy in Special Education | ||
| Instructional & Curriculum Leadership in Special Education | ||
| Development, Supervision, & Support: Special Education Leadership | ||
| Organization & Administration of Special Education | ||
| Supervisor of Special Education Internship: Special Education Leadership | ||
| Supervisor of Special Education Internship: Instructional Leadership | ||
| Supervisor of Special Education Internship: Collaboration & Personnel | ||
| Supervisor of Special Education Internship: Finance & Management | ||
| Applied Behavior Analysis *** | 31.5 | |
| Fundamental Elements of Behavior Change | ||
| Measurement and Experimental Design | ||
| Behavioral Assessment and Functional Analysis | ||
| Behavioral Interventions | ||
| Consultation, Systems Change and Supervision | ||
| Ethical Considerations and Professional Conduct | ||
| Applications of Fundamental Elements of Behavior Analysis | ||
- *
COOP 101, CIVC 101 and UNIV T101 are not required for Education transfer students. Instead, these 3.0 credits are replaced with free electives.
- **
The Dyslexia Specialist Certificate program courses fulfill certain requirements (but not all) for the Wilson Language Level I certification.
- ***
The Applied Behavior Analysis Concentration fulfills the coursework requirements for BCBA certification. Additional requirements are needed.
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.
Program of Study for students not obtaining an initial certification. Candidates pursing Special Education Leadership Concentration will enroll in an additional 1.0 credit internship courses in Fourth Year, Spring Term (EDEX 721) and Summer Term (EDEX 722) and Fifth Year, Fall Term (EDEX 723) and Spring Term (EDEX 724).
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 101 | 3.0 | BIO 100 or 161 | 3.0 | EDEX 142 | 3.0 | VACATION | |
| EDUC 106 | 1.0 | CIVC 101* | 1.0 | EDUC 108 | 1.0 | ||
| EDUC 120 | 3.0 | COM 111 | 3.0 | ENGL 103 or 113 | 3.0 | ||
| ENGL 101 | 3.0 | EDUC 107 | 1.0 | MATH 173 or 107 | 3.0 | ||
| MATH 171 | 3.0 | EDUC 121 | 3.0 | MUSC 130 | 3.0 | ||
| UNIV T101 | 1.0 | ENGL 102 or 112 | 3.0 | PSY 101 | 3.0 | ||
| MATH 172 | 3.0 | ||||||
| 14 | 17 | 16 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| CHEM 111 | 4.0 | BIO 101 or 161 | 3.0 | EDUC 236 | 3.0 | EDPO 312 | 3.0 |
| EDEX 344 | 3.0 | COOP 101** | 1.0 | EDUC 326 | 3.0 | EDUC 210 | 3.0 |
| EDUC 205 | 1.0 | EDEX 368 | 3.0 | EDUC 365 | 3.0 | EDUC 306 | 3.0 |
| EDUC 308 | 3.0 | EDUC 216 | 3.0 | NFS 100 | 2.0 | EDUC 335 | 3.0 |
| PSY 330 | 3.0 | EDUC 314 | 3.0 | NFS 101 | 1.0 | HIST 275 | 3.0 |
| EDUC 316 | 3.0 | PSY 320 | 3.0 | ||||
| 14 | 16 | 15 | 15 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP EXPERIENCE | COOP EXPERIENCE | ECON 201 | 4.0 | EDLT 325 | 3.0 | ||
| MTED 417 | 3.0 | EDUC 336 | 3.0 | EDUC 305 | 1.0 | EDUC 324 | 3.0 |
| ESTM 342 | 3.0 | EDUC 338 | 3.0 | ||||
| PHYS 151 | 3.0 | EDUC 355 | 3.0 | ||||
| English (Literature) Elective: ENGL 200 - ENGL 360 | 3.0 | MTED 418 | 3.0 | ||||
| EDEX 552 | 3.0 | EDEX 536 | 3.0 | ||||
| 3 | 3 | 17 | 18 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 405 | 1.0 | EDUC 410 | 9.0 | ENVS 260 | 3.0 | Student classified as Graduate Student | |
| EDUC 409 | 9.0 | SOC 335 | 3.0 | (UG) Free Electives | 10.0 | EDEX 550 | 3.0 |
| EDUC 411 | 3.0 | EDEX 549 | 3.0 | EDU 780 | 3.0 | ||
| (GR) Concentration Courses | 6.0 | ||||||
| 13 | 12 | 16 | 12 | ||||
| Fifth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDEX 578 | 3.0 | EDEX 543 | 3.0 | EDEX 575 | 3.0 | ||
| EDUP 780 or EDUT 780 | 3.0 | EDEX 555 | 3.0 | EDEX 588 | 3.0 | ||
| (GR) Concentration Course | 3.0 | EDUP 781 or EDUT 781 | 3.0 | (GR) Concentration Course | 3.0 | ||
| 9 | 9 | 9 | |||||
| Total Credits 228 | |||||||
- *
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.
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
