Elementary Education (PK & Spec Ed) BS / Teaching, Learning & Curriculum MS
Major: Elementary Education, PK-4 and Special Education; Teaching, Learning and Curriculum
Degree Awarded: Bachelor of Science (BS) and Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 230.0
Co-op Options: One Co-op
BS Classification of Instructional Programs (CIP) code: 13.1202
BS Standard Occupational Classification (SOC) code: 25-2022
MS Classification of Instructional Programs (CIP) code: 13.1399
MS Standard Occupational Classification (SOC) code: 11-9039
About the Program
The BS/MS in Elementary Education (PK-4 and Special Education) 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 Teacher 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.
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, 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
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 the 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 | |
| English (Literature) elective: Select course between ENGL 200 - ENGL 360 | 3.0 | |
| 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 |
| 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 205 | Sophomore Pedagogy Seminar | 1.0 |
| EDUC 216 | Diversity and Today's Teacher | 3.0 |
| EDUC 222 | Development in Early Childhood Education | 3.0 |
| EDUC 236 | Early Literacy I | 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 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 |
| MTED 417 | Mathematics Methods and Content: Early Childhood | 3.0 |
| MTED 418 | Mathematics Methods and Content | 3.0 |
| Special Education Core Courses | ||
| EDEX 336 | Special Education Law and Processes | 3.0 |
| EDEX 348 | Emotional and Behavioral Support of Individuals with Disabilities | 3.0 |
| EDEX 349 | High Incident Disabilities | 3.0 |
| EDEX 350 | Teaching Individuals with Low Incident Disabilities | 3.0 |
| EDEX 352 | Integrating Technology for Learning & Achievement | 3.0 |
| EDEX 355 | Teaching Students with Autism Spectrum Disorders | 3.0 |
| EDEX 378 | Special Education: Methods & Practices PK-12 | 3.0 |
| EDEX 388 | Implementing Academic Interventions in Inclusive Educational Environments | 3.0 |
| Student Teaching Experience | ||
| EDUC 409 [WI] | Teaching Seminar I | 9.0 |
| EDEX 414 [WI] | Special Education Student Teaching Seminar | 9.0 |
| MS in TLC Core | ||
| EDAM 714 | Instructional and Curriculum Leadership (Take EDLS 550 if pursuing Reading Specialist Concentration) | 3.0 |
| or EDLS 550 | Theories of Reading and Writing | |
| EDLT 504 | Learning Engineering | 3.0 |
| EDUC 524 | Current Research in Curriculum & Instruction (Take EDLS 575 if pursing Reading Specialist Concentration) | 3.0 |
| or EDLS 575 | Responding to Children's and Young Adult Literature | |
| EDUC 530 | Advanced Techniques in Instruction & Assessment | 3.0 |
| EDUC 609 | Language & Culture in Education (Take EDLS 555 if pursing Reading Specialist Concentration) | 3.0 |
| or EDLS 555 | Understanding Literacy through Sociocultural Perspectives | |
| Policy, Law & Organization Courses (6.0 credits) | 6.0 | |
| School Law and Politics | ||
| Evidence-Based Evaluation | ||
| Literacy and Evaluation | ||
| Designing a Literacy Program | ||
| Education Policy: Concepts, Issues, and Applications | ||
| MS in TLC Capstone Sequence (9.0-10.5 credits) | ||
| EDU 780 | Capstone Research | 3.0 |
Student selects and enrolls in appropriate course work following one of the following capstone tracks: Practitioner or Thesis | ||
| 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 | |
| Professional or Concentration Electives (15.0 credits) | 15.0 | |
Candidates may select any combination of the following for 15.0 credits: ABA, CRTV, EDAM, EDEX, EDGI, EDLS, EDLT, EDPO, EDUC, EHRD, ELL, ENTP, ESTM, or MTED (500-799 level), or candidates select a formal concentration. (See formal concentration options below) | ||
| Total Credits | 230.0-231.5 | |
- *
COOP 101, CIVC 101 and UNIV T101 are not required for Education transfer students. Instead, these 3.0 credits are replaced with a 3.0 credit elective choice of ESTM 342 or EDEX 375.
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.
| Concentration Option * | ||
| 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 | ||
| Autism Spectrum Disorders | ||
| Teaching Students with Autism Spectrum Disorder | ||
| Characteristics & Methods: Autism | ||
| Characteristics & Methods: High Functioning Autism | ||
| Communication & Language Interventions: Autism Spectrum Disorders | ||
| Behavior & Sensory Support: Autism Spectrum Disorders | ||
| Creativity and Innovation | ||
| Foundations in Creativity | ||
| Tools and Techniques in Creativity | ||
| Creativity in the Workplace | ||
| Research Methods and Assessment of Creative and Innovative Thinking | ||
| Global Perspectives on Creativity | ||
| Educational Policy | ||
| Education Policy: Concepts, Issues, and Applications | ||
| The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics | ||
| American Educational Policy and U.S. Competitiveness | ||
| Ethics in Educational Policy Making | ||
| Access & Equity in Educational Policy Making | ||
| Global & International Education | ||
| Global, International & Comparative Education | ||
| Culture, Society & Education in Comparative Perspective | ||
| Globalization and Educational Change | ||
| Education and National Development | ||
| Analysis of Policy Issues in Global & International Education | ||
| Higher Education | ||
| Comparative Higher Education Systems | ||
| Foundations of Higher Education and Governance | ||
| Legal Issues & Ethics in Higher Education | ||
| Critical Issues in Student Affairs | ||
| Principles of Adult Learning | ||
| Learning Technologies | ||
| 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 | ||
| Multisensory Reading Instruction Level 1 | ||
| Applied Methods in Multisensory Reading Instruction | ||
| Multisensory Reading Instruction | ||
| Basic Word Study I | ||
| Basic Word Study II | ||
| Multisensory Practicum I | ||
| Multisensory Practicum II | ||
| Multisensory Practicum III | ||
Professional Elective (minimum 3.0 credits) ** | ||
| Reading Specialist Certification Concentration | ||
| Reading and Writing in the Content Areas (7-12) | ||
| Constructing Meaning through Reading and Writing | ||
| Applied Methods in Multisensory Reading Instruction | ||
| Basic Word Study I | ||
| Basic Word Study II | ||
| Multisensory Practicum I | ||
| Multisensory Practicum II | ||
| Multisensory Practicum III | ||
| Teaching English as a Second Language Certification | ||
| Language Learning & Teaching | ||
| Structure and Sound System of English | ||
| Design and Assessment | ||
| The Intercultural Learner | ||
Professional Elective (minimum 1.5 credits) *** | ||
| Social Emotional Behavioral Wellness | ||
| 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 | ||
- *
Candidates may opt for a formal concentration or a Customized Concentration which may include course work from other Drexel academic departments in consultation with an academic advisors. Sample customized concentrations might include:
- Educational Administration
- Evaluation & Assessment
- Instructional Design
- Leadership in Educational Settings
- Learning in Game-Based Environments
- Special Education Law and Process
- Special Education Leadership
- Urban Education
- **
Complete 3.0 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, ENTP or ESTM.
- ***
Complete 1.5 graduate elective credits (500-799) in EDUC, EDEX, EDGI, EDAM, EHRD, EDHE, CRTV, MTED, EDLT, EDLS, ELL, ABA, EDPO, 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 status in the fifth and final year.
| 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 222 | 3.0 | COM 111 | 3.0 | ENGL 103 or 113 | 3.0 | ||
| ENGL 101 or 111 | 3.0 | EDUC 107 | 1.0 | MATH 173 or 107 | 3.0 | ||
| MATH 171 | 3.0 | ENGL 102 or 112 | 3.0 | MUSC 130 | 3.0 | ||
| UNIV T101 | 1.0 | MATH 172 | 3.0 | PSY 101 | 3.0 | ||
| 14 | 14 | 16 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDEX 344 | 3.0 | BIO 101 or 162 | 3.0 | EDUC 236 | 3.0 | EDEX 350 | 3.0 |
| EDEX 349 | 3.0 | COOP 101** | 1.0 | EDUC 326 | 3.0 | EDPO 312 | 3.0 |
| EDUC 205 | 1.0 | EDEX 348 | 3.0 | EDUC 365 | 3.0 | EDUC 306 | 3.0 |
| EDUC 308 | 3.0 | EDEX 368 | 3.0 | NFS 100 | 2.0 | EDUC 324 | 3.0 |
| (UG) English (Literature) elective: ENGL 200 - ENGL 360 | 3.0 | EDUC 216 | 3.0 | NFS 101 | 1.0 | HIST 275 | 3.0 |
| EDUC 314 | 3.0 | PSY 320 | 3.0 | ||||
| EDUC 316 | 3.0 | ||||||
| 13 | 19 | 15 | 15 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| COOP EXPERIENCE | COOP EXPERIENCE | EDEX 378 | 3.0 | EDUC 335 | 3.0 | ||
| MTED 417 | 3.0 | EDUC 336 | 3.0 | EDEX 388 | 3.0 | EDUC 338 | 3.0 |
| EDUC 305 | 1.0 | EDUC 355 | 3.0 | ||||
| EDUC 411 | 3.0 | MTED 418 | 3.0 | ||||
| PHYS 151 | 3.0 | ENVS 260 | 3.0 | ||||
| PSY 330 | 3.0 | (GR) MS Professional Elective | 3.0 | ||||
| (GR) MS Professional Elective | 3.0 | ||||||
| 3 | 3 | 19 | 18 | ||||
| Fourth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDEX 336 | 3.0 | EDEX 355 | 3.0 | CHEM 111 | 4.0 | EDAM 705 | 3.0 |
| EDUC 405 | 1.0 | EDEX 414 | 9.0 | ECON 201 | 4.0 | EDUC 524 | 3.0 |
| EDUC 409 | 9.0 | EDLT 504 | 3.0 | EDEX 352 | 3.0 | EDUC 530 | 3.0 |
| EDPO 620 or EDCR 518 | 3.0 | SOC 335 | 3.0 | EDLT 325 | 3.0 | ||
| EDAM 714 | 3.0 | ||||||
| Student converts to Grad status at the end of the Spring Term | |||||||
| 16 | 18 | 17 | 9 | ||||
| Fifth Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDU 780 | 3.0 | EDUP 780 or EDUT 780 | 3.0 | EDUP 781 or EDUT 781 | 3.0-4.5 | ||
| EDUC 609 | 3.0 | (GR) MS Professional Elective | 3.0 | (GR) MS Professional Elective | 3.0 | ||
| (GR) MS Professional Elective | 3.0 | ||||||
| 9 | 6 | 6-7.5 | |||||
| Total Credits 230-231.5 | |||||||
- *
Students must receive Department permission to pursue the NCOP option. Students will work directly with their advisor to establish a unique plan of study.
- **
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
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