Learning Sciences, Experience Design, and Technology
Major: Learning Sciences, Experience Design, and Technology
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Minimum Required Credits: 180.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.0501
Standard Occupational Classification (SOC) code: 13-1151
About the Program
Note: Contact us now, but students will not be admitted to the Bachelors of Science online degree completion program in Learning Sciences, Experience Design, and Technology until Fall 2023.
This Bachelor of Science degree completion program (90 transfer credits can be applied toward your BS degree completion). The program is offered exclusively online providing a meaningful credential for future leaders, managers, and workers focused on learning that occurs outside of traditional PK-12 teaching careers. Entrepreneurs are encouraged to apply. The program is appropriate for those who want to be equipped with the working knowledge and experience needed to improve outcomes, for learners of all ages and in all contexts. Students who complete this degree will be prepared to apply their skills and talents addressing learning in and out of traditional formal education settings and will have practical lab-based and industry experience to build on.
This learner-centered online degree can be completed in as little as two years of full-time study or longer on a part-time schedule. The program provides significant choices for elective coursework enabling a personalized approach. The degree is centered on the practical benefits of the evolving field of learning engineering, the learning sciences, and learning experience design, coupled with maker-labs, social media, and a practical knowledge of learning throughout the lifespan. Taken together with courses in creativity and innovation and human resource development, this enriched degree is appropriate preparation for careers in designing and developing learning environments for any age-group, including adult learners in professional contexts.
This bachelor’s degree program is designed for current or future professionals in for-profit organizations, non-profits, schools, government, and higher education, or any employee seeking to improve and innovate learning by creating effective environments and experiences created and delivered through advanced learning technologies for learners of any age-group from children to working-age adults to seniors.
Admission Requirements
Completed application, Personal essay, Official transcripts
To be eligible for admission to this program, students may transfer up to 60.0 semester (90.0 quarter credits) of college credits towards Tier I. Students may enroll in Tier I coursework if they have not completed the maximum transfer credit hours. To graduate, students must have completed 180.0 quarter credits.
Degree Requirements
| Tier I Courses | ||
| ANTH 101 | Introduction to Cultural Diversity | 3.0 |
| BIO 100 | Applied Cells, Genetics & Physiology | 3.0 |
| BIO 101 | Applied Biological Diversity, Ecology & Evolution | 3.0 |
| CHEM 111 | General Chemistry I | 4.0 |
| COM 111 | Principles of Communication | 3.0 |
| 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 | |
| HIST 201 | United States History to 1815 | 4.0 |
| or HIST 202 | United States History, 1815-1900 | |
| or HIST 203 | United States History since 1900 | |
| INFO 105 | Introduction to Informatics | 3.0 |
| MATH 101 | Introduction to Analysis I | 4.0 |
| MUSC 130 | Introduction to Music | 3.0 |
| PHYS 151 | Applied Physics | 3.0 |
| PSY 101 | General Psychology I | 3.0 |
| PSY 330 | Cognitive Psychology | 3.0 |
| SOC 335 | Sociology of Education | 3.0 |
| Free Electives | 35.0 | |
| Tier II Courses | ||
| CRTV 301 | Foundations in Creativity | 3.0 |
| CRTV 303 | Creativity in the Workplace | 3.0 |
| EDLT 101 | Learning, Culture & Technology Workshop I | 3.0 |
| EDLT 201 | Learning, Culture and Technology Workshop II | 3.0 |
| EDLT 250 | Sociocultural Perspectives on Learning | 3.0 |
| EDLT 302 | Learning Experience Design | 3.0 |
| EDLT 303 | The Learning Sciences | 3.0 |
| EDLT 304 | Learning Engineering | 3.0 |
| EDLT 310 | Making Culture: Designing/Maker-Centered Learning Environments | 3.0 |
| EDLT 312 | Using and Integrating Learning Technologies | 3.0 |
| EDLT 341 | Foundations of Game-Based Learning | 3.0 |
| EDLT 355 | Learning with Social Media and Mobiles | 3.0 |
| EDLT 391 | Learning Analytics: Lenses on Students, Teaching, and Curriculum Enactment | 3.0 |
| EDLT 395 | Learning through the Lifespan | 3.0 |
| EDLT 491 | Senior Project I | 3.0 |
| EDLT 492 | Senior Project II | 3.0 |
| EDLT 493 | Senior Project III | 3.0 |
| EHRD 460 | Principles of Adult Learning | 3.0 |
| ELL 304 | Learning Technologies and Disabilities | 3.0 |
| Free Electives | 6.0 | |
| Suggested Electives * | 27.0 | |
| Total Credits | 180.0 | |
Sample Plan of Study
Enrollment in Tier II assumes the student has completed the minimum credit hours in Tier I.
Tier II, Full-time Sample Plan of Study
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDLT 304 | 3.0 | EDLT 101 | 3.0 | CRTV 301 | 3.0 | VACATION | |
| EDLT 310 | 3.0 | EDLT 303 | 3.0 | EDLT 201 | 3.0 | ||
| EDLT 312 | 3.0 | EDLT 395 | 3.0 | EDLT 302 | 3.0 | ||
| EDLT 341 | 3.0 | Free Elective | 3.0 | ELL 304 | 3.0 | ||
| Suggested Elective | 3.0 | Suggested Elective | 3.0 | Suggested Elective | 3.0 | ||
| 15 | 15 | 15 | 0 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDLT 391 | 3.0 | CRTV 303 | 3.0 | EDLT 355 | 3.0 | ||
| EDLT 491 | 3.0 | EDLT 250 | 3.0 | EDLT 493 | 3.0 | ||
| EHRD 460 | 3.0 | EDLT 492 | 3.0 | Free Elective | 3.0 | ||
| Suggested Electives | 6.0 | Suggested Electives | 6.0 | Suggested Electives | 6.0 | ||
| 15 | 15 | 15 | |||||
| Total Credits 90 | |||||||
Tier II, Part-time Sample Plan of Study
| First Year (Part-Time) | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDLT 304 | 3.0 | EDLT 101 | 3.0 | EDLT 201 | 3.0 | CRTV 301 | 3.0 |
| EDLT 310 | 3.0 | EDLT 303 | 3.0 | EDLT 302 | 3.0 | ELL 304 | 3.0 |
| EDLT 312 | 3.0 | EDLT 395 | 3.0 | Suggested Elective | 3.0 | Suggested Elective | 3.0 |
| 9 | 9 | 9 | 9 | ||||
| Second Year (Part-Time) | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| EDLT 341 | 3.0 | CRTV 303 | 3.0 | EDLT 355 | 3.0 | Free Elective | 3.0 |
| EDLT 391 | 3.0 | EDLT 250 | 3.0 | Suggested Elective | 3.0 | Suggested Elective | 3.0 |
| EHRD 460 | 3.0 | Suggested Elective | 3.0 | ||||
| 9 | 9 | 6 | 6 | ||||
| Third Year (Part-Time) | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDLT 491 | 3.0 | EDLT 492 | 3.0 | EDLT 493 | 3.0 | ||
| Free Elective | 3.0 | Suggested Electives | 6.0 | Suggested Elective | 3.0 | ||
| Suggested Elective | 3.0 | ||||||
| 9 | 9 | 6 | |||||
| Total Credits 90 | |||||||
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
