Elementary Education PK4 BS / Teaching, Learning & Curriculum MS
Major: Elementary Education, PK-4; Teaching, Learning and Curriculum
Degree Awarded: Bachelor of Science (BS) and Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 225.0
Co-op Options: One Co-op
Classification of Instructional Programs (CIP) code: 13.1202
Standard Occupational Classification (SOC) code: 25-2022
About the Program
The BS/MS in Elementary Education (PK-4) and Teaching, Learning and Curriculum 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 (Elementary/PK-4) with Pennsylvania initial state teacher certification and continue for a fifth graduate year to complete the MS in Teaching Learning and Curriculum (Advanced Track).
The BS/MS in Elementary Education and Teaching, Learning and Curriculum (Advanced 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.
- 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.
Admission Requirements
Admission requirements are the same as the BS in Elementary Education. The BS/MS application must be submitted during sophomore year before 120.0 credits have been completed with a cumulative 3.0 GPA to gain acceptance into BS/MS program. Continuation as a BS/MS student in Teaching, Learning and Curriculum (Advanced Track) requires maintaining a 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 (MS in TLC Core) | 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 |
| 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 312 | Educational Policy, Law & Advocacy | 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 TLC Core | ||
| EDAM 714 | Instructional and Curriculum Leadership | 3.0 |
| EDLT 532 | Designing Virtual Communities for Staff Development - Non-Field Experience | 3.0 |
| EDUC 524 | Current Research in Curriculum & Instruction (or 500-800 level Professional Elective) ** | 3.0 |
| EDUC 530 | Advanced Techniques in Instruction & Assessment | 3.0 |
| EDUC 609 | Language & Culture in Education | 3.0 |
| Policy, Law & Organization Courses (Choose 2) | 6.0 | |
| Education Policy: Concepts, Issues, and Applications | ||
or EDAM 705 | School Law and Politics | |
or EDUC 804 | Program Evaluation in Organizations | |
| MS in TLC Capstone Sequence *** | ||
| EDU 780 | Capstone Research | 3.0 |
| EDUL 780 | Lesson Study Capstone Course I | 3.0 |
| or EDUP 780 | Practitioner Capstone Course I | |
| or EDUT 780 | Thesis Capstone Course I | |
| EDUL 781 | Lesson Study Capstone Course II | 3.0 |
| or EDUP 781 | Practitioner Capstone Course II | |
| or EDUT 781 | Thesis Capstone Course II | |
| Professional or Concentration Electives † | 15.0 | |
| Total Credits | 225.0 | |
| * | COOP 101, CIVC 101 and UNIV T101 are not required for Education transfer students, instead these 3.0 credits are replaced with free electives. |
| ** | BS/MS ELEM students who took EDUC 324 will take graduate-level professional electives instead of EDUC 524. |
| *** | Capstone Sequence I & II: Choose one sequence - EDUL 780 & EDUL 781, EDUP 780 & EDUC 781 or EDUT 780 & EDUT 781 |
| † | Complete 15.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, SCL, ENTP, or ESTM. |
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 stats in the fifth and final year.
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 101 | 3.0 | BIO 100 | 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 | 3.0 | ||
| ENGL 101 | 3.0 | EDUC 107 | 1.0 | MATH 173 | 3.0 | ||
| MATH 171 | 3.0 | EDUC 121 | 3.0 | MUSC 130 | 3.0 | ||
| UNIV T101 | 1.0 | ENGL 102 | 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 | 3.0 | EDUC 236 | 3.0 | EDUC 210 | 3.0 |
| EDEX 344 | 3.0 | COOP 101 | 1.0 | EDUC 326 | 3.0 | EDUC 312 | 3.0 |
| EDUC 205 | 1.0 | EDEX 368 | 3.0 | EDUC 365 | 3.0 | EDUC 335 | 3.0 |
| EDUC 308 | 3.0 | EDUC 216 | 3.0 | NFS 100 | 2.0 | EDUC 306 | 3.0 |
| PSY 330 | 3.0 | EDUC 314 | 3.0 | NFS 101 | 1.0 | HIST 275 | 3.0 |
| (UG) ENGL (Literature) elective: ENGL 200-ENGL 360 | 3.0 | EDUC 316 | 3.0 | PSY 320 | 3.0 | ||
| 17 | 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 | ||||
| (GR) MS Professional Elective | 3.0 | MTED 418 | 3.0 | ||||
| (GR) MS Professional Elective | 3.0 | ||||||
| 3 | 3 | 14 | 18 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDUC 405 | 1.0 | EDUC 410 | 9.0 | ENVS 260 | 3.0 | EDAM 705 | 3.0 |
| EDUC 409 | 9.0 | SOC 335 | 3.0 | (UG) Free Electives | 10.0 | EDUC 524 (or 500-800 level Professional Elective)*** | 3.0 |
| EDUC 411 | 3.0 | EDLT 532 | 3.0 | EDAM 714 | 3.0 | EDUC 530 | 3.0 |
| EDPO 620 or EDUC 804 | 3.0 | Student converts to Grad status at the end of the Spring Term.** | |||||
| 16 | 15 | 16 | 9 | ||||
| Fifth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDU 780 | 3.0 | EDUT 780, EDUP 780, or EDUL 780 | 3.0 | EDUT 781, EDUP 781, or EDUL 781 | 3.0 | ||
| EDUC 609 | 3.0 | (GR) MS Professional Elective | 3.0 | (GR) MS Professional Elective | 3.0 | ||
| (GR) MS Professional Elective | 3.0 | ||||||
| 9 | 6 | 6 | |||||
| Total Credits 225 | |||||||
| * | COOP 101, CIVC 101 and UNIV T101 are not required for Education transfer students, instead these 3.0 credits are replaced with free electives. |
| ** | Accelerated Degree Level Conversion form must be submitted to the Graduate College in Spring Term. |
| *** | BS/MS ELEM students who took EDUC 324 will take graduate level professional elective instead of EDUC 524 |
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.
Sandra L. Dika, PhD (Virginia Tech University). Associate Professor. Educational research and evaluation.
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.
Alonzo M. Flowers, III, PhD (Texas A&M University). Associate Professor. Education issues including academic identity development of men of color in STEM education, diversity in teaching & learning, research methods/design, and college student development in higher education
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.
Kristine 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.
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 Thurber Rasmussen, EdD (Fielding Graduate Institute). 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.
Joanne 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
