Master of Science in Educational Administration

Master of Science: 45.0 quarter credits

About the Program

The MS in Educational Administration program is designed to prepare and mentor future leaders using state and national leadership standards with the practical skills, knowledge, and internship experiences to become effective leaders in rural, urban, and suburban schools. The vision of the program is to create a collaborative and mentoring community of school leaders who contribute to a “research of practice” that significantly improves learning for all students.

Using state and national leadership standards, this master’s degree is designed to prepare and mentor future elementary and secondary educational leaders with the practical skills, knowledge and internship experiences to become effective leaders in rural, city and suburban schools. This program is ideal for prospective students holding a teaching or counseling certificate who wish to advance into school administration with principal certification.

The program is designed as a part-time cohort model, and can be completed in two years. View the degree requirements for more detailed information about the courses.

Program Objectives

Graduates of the MS in Educational Administration program will be prepared to: 

  • Meet Pennsylvania certification standards
  • Facilitate the development, articulation, implementation, and stewardship of a school/district vision of learning that is shared and supported by the school community
  • Advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth
  • Ensure management of the organization, operations,and resources for a safe, efficient, and effective learning environment
  • Collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources
  • Act with integrity, fairness, and in an ethical manner
  • Understand, respond to, and influence the larger political, social, economic, legal, and cultural context
  • Monitor and evaluate students’ achievements and programs on challenging standards for external and internal accountability goals
  • Build teacher leadership capacity and mentor principal interns
  • Conduct and share action research that documents sustainability in meeting school accountability goals and has practical, immediate, and useful application for other educators

For additional information, visit the School of Education's MS in Educational Administration web page or the Drexel Online web site.

Admission Requirements

Acceptance for graduate study in Drexel University's School of Education requires:

  • Bachelor's degree from a regionally accredited institution.
     
  • Undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA).
     
  • Complete graduate school application.
     
  • Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended. Instead of hard copy transcripts, you may supply official electronic transcripts issued by a post-secondary institution directly to Drexel University Online (use our email address, customerservice@drexel.com). You must supply transcripts regardless of the number of credits earned or the type of school you attended. If you do not list all post-secondary institutions on your application and these are listed on transcripts received from other institutions, processing of your application will be delayed until you have submitted the remaining transcripts. Use the Transcript Lookup Tool to assist you in contacting your previous institutions. If a college or university that you attended offers the option to send transcripts in a secure, password-protected electronic format, you may have the transcript sent to customerservice@drexel.com.
     
  • Two letters of recommendation, either professional or academic.
    • Drexel University Online now accepts electronic letters of recommendation. Please access the following webpage for instructions regarding their submission: http://www.drexel.edu/apply/recommend. If a recommender prefers to submit an original, hard copy letter of recommendation, please remind the recommender that it must be signed and submitted in a sealed envelope signed across the flap by the recommender.
    • One letter of recommendation must come from the principal of the school where the applicant has worked. (Recommendation must include applicant's presentation skills and experiences in leadership roles help in a K-12 school setting as well as the skills observed that would have a strong bearing on the applicant's success as a school leader and administrator.)
  • An essay describing why the applicant is interested in pursuing graduate study in this field.
    • Applicant must include two paragraphs briefly describing their educational philosophy and explaining how principals shape learning in K-12 schools.
  • International Students: must submit a TOEFL score of 550 or higher. Students with transcripts from non-US institutions should have such transcripts evaluated by World Education Service (WES). The TOEFL examination is required for some non-citizens.

Degree Requirements 

Option 1: MS in Educational Administration (with principal certification)
EDUC 702School Leadership & Decision Making3.0
EDUC 705School Law and Politics3.0
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDUC 712School and Community Partnerships and Relations3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDUC 715School Principal Internship: Technology1.5
EDUC 716School Principal Internship: Finance1.5
EDUC 717School Principal Internship: Leadership1.5
EDUC 718School Principal Internship: School and Community Relations1.5
Advanced Leadership Courses
EDAM 500Leading in Urban, Rural and Suburban Settings3.0
EDAM 502Resource Management, Allocation and Entrepreneurship3.0
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 524Mentoring and Collaborative Leadership3.0
EDAM 526Interpreting & Evaluating Research & Achievement Data3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0

Option 2: MS in Educational Administration (without principal certification)
EDUC 702School Leadership & Decision Making3.0
EDUC 705School Law and Politics3.0
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDUC 712School and Community Partnerships and Relations3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDAM 500Leading in Urban, Rural and Suburban Settings3.0
EDAM 502Resource Management, Allocation and Entrepreneurship3.0
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 524Mentoring and Collaborative Leadership3.0
EDAM 526Interpreting & Evaluating Research & Achievement Data3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0
6 credits of MS electives *6.0
Total Credits45.0

*

An MS elective can be any graduate course at Drexel University, as long as the student has attained prior Program Manager/Director approval for taking the course.



Performances
The performances for meeting Pennsylvania leadership standards and National Leadership Standards include a Leadership Portfolio. The Leadership Portfolio includes:

  • Four Log Reflections -- explaining growth in log reflection over each term
  • Evidence of 600 hours across four terms logged in the Internship
  • Logs over 48 weeks
  • Four term Goal Statements and Reflections on accomplishments
  • Two to three artifacts on each of the ELCC standards totaling 14 to 21 or more artifacts
  • An explanation of how each artifact shows applications of skill on each identified standard
  • Four evaluations on the ELCC Standards and Drexel Competencies completed by the school site supervising principal

In addition, students must have a passing score on 580 on the Pennsylvania PRAXIS, Administrative Ed. Leadership (0410).

Educational Administration Courses

EDAM 500 Leading in Urban, Rural and Suburban Settings 3.0 Credits

Provide school leadership experiences from three settings: urban, rural and suburban. The study of the similarities and differences within and across these types of schools to learn effective leadership skills and strategies will be examined. They will identify significant educational issues pertaining to these locales and use problem-solving skills, visitations, recent research and scenarios.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDAM 502 Resource Management, Allocation and Entrepreneurship 3.0 Credits

Students learn to find, use and allocate needed resources for their schools, communities, and organizations from experienced business and school leaders. Management and monitoring technology tools for optimum effective use of resources and how to gain entrepreneurship skills for expanding opportunities to gain new resources will be explored.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDAM 522 Evaluation & Assessment Competencies 3.0 Credits

Procedures and tools of research will be used to evaluate school programs. Program of evaluation in a school setting will be implemented. Essential assessment principles about the importance of implementing an assessment system, distinguish between assessments of learning versus assessment for learning, and about the types of student work samples needed for monitoring and reporting will be examined. Data on norm-referenced and other standardized tests in reporting achievement.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDAM 524 Mentoring and Collaborative Leadership 3.0 Credits

Research and experience on mentoring as a critical need in sustaining new teachers, creating renewal for experienced teachers, and building leadership capacity across the staff will be the focus of this course. Specific skills and concepts for effective mentoring/coaching of others and collaborative leadership will be examined. The importance of establishing learning communities in schools will be emphasized with a student's plan for induction within context of supportive school practices.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDAM 526 Interpreting & Evaluating Research & Achievement Data 3.0 Credits

Substantive opportunities for interpreting and evaluating different kinds of research with established criteria will be provided. Ways to lead school teams in analyzing, interpreting and evaluating student achievement data (from several sources, both formative and summative) to monitor student learning, to improve curriculum and instruction, to meet NCLB requirements and for reporting to the community. A balanced perspective in reviewing data from group achievement data to the collaborative analysis of an individual student's work over time will be explored.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDAM 522 [Min Grade: C]

EDAM 528 Research Methodology for Action Research 3.0 Credits

Provides rationale, theoretical constructs and methodology for conducting Action Research within a school and/or classroom setting. Significant practical applications for other school practitioners.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDAM 540 Action Research Project 3.0 Credits

Culminating course in MSEA program. Students will complete the written research project according to established criteria building from the four stages of Action Research completed in previous course work. The research will be shared in an article or summary form on the School of Education website.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDAM 528 [Min Grade: C]

Teacher Education Courses

EDUC 505 Instructional Systems Design 3.0 Credits

This course explores and offers in-depth analysis of relevant theories relating to contemporary application of Instructional Systems Design. The purpose is to provide the student with theoretical, experimental and critical perspectives on instructional design as it is applied in a number of educational venues.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 506 Assessment of Young Learners 3.0 Credits

Candidates will demonstrate a thorough understanding of the role of the assessment process in early childhood education. The content will provide graduate candidates with an in-depth review of informal evaluation procedures and classroom-based data collection strategies for young children in inclusive early child care and education settings.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]

EDUC 510 Computer Applications In Teaching 3.0 Credits

Analyzes issues concerning uses of computing in instruction. Evaluates the microcomputer as an instructional aide in elementary and secondary classroom instruction. Provides hands-on experience with applications in students' subject matter fields to develop competence in selecting and integrating appropriate instructional software for computers found in today's classrooms, with particular focus on the Macintosh.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 511 Computer Skills for Teachers 3.0 Credits

Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 510 [Min Grade: C]

EDUC 512 Focus on World Geography 3.0 Credits

Through the study of geography, students will be encouraged to find a meaningful framework for understanding the system of human culture on Earth and become familiar with the vast interactive system involving humanity and its natural environment.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 513 Elementary Science Teaching Methods 3.0 Credits

Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 514 Science Teaching Methods 3.0 Credits

This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 515 Adolescent Learners in Secondary Schools 3.0 Credits

Enables student to understand the organizational structure of high school programs as related to the diverse needs of the adolescent learner. Students will acquire competence in designing learner-oriented communities of practice in the classroom to foster achievement and overall well-being of the secondary learner.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 516 Diversity and Today's Teacher 3.0 Credits

This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations (and strategies for).

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 517 Math Methods & Content: Early Childhood PK-4 3.0 Credits

Candidates will develop an in-depth understanding of how to effectively deliver standards-aligned academic math content-based on age appropriate understanding and individual and group needs including an appreciation and respect for the individual differences and unique needs of all children in the PK-4 setting.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]

EDUC 518 Mathematics: Method & Content 3.0 Credits

Course emphasizes diagnostic instruction in mathematics by allowing students to complete problems that their students will be expecting to work, noting the error and correction process as well as gaining an awareness of student's difficulties in mathematics.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 519 Teaching Secondary Mathematics 3.0 Credits

The course focuses on major issues in learning and teaching mathematics in the secondary classroom. Topics will include instructional practices, learning theories, assessment and current research in math. This course also includes multimedia and field-based experiences.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 520 Professional Studies in Instruction 3.0 Credits

For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 521 Typical and Atypical Development in Early Childhood Education 3.0 Credits

This course addresses the multifaceted complexities of typical and atypical child development, through the discussion of classic and emerging theories. The primary aim of the course is to foster the students’ ability to recognize and apply the connections among developmental domains and of theory and research with educational practice. The readings and class assignments make use of research-based, real-world, and cross-cultural examples.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 522 Evaluation of Instruction 3.0 Credits

Enables the student to acquire competence in evaluation techniques including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. The course covers qualitative and quantitative assessment used in measuring student achievement. Techniques for grading will also be explored.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 523 Diagnostic Teaching 4.0 Credits

Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 520 [Min Grade: B]

EDUC 524 Current Research in Curriculum & Instruction 3.0 Credits

Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 525 Multi-Media Instructional Design 3.0 Credits

Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 526 Language Arts Processes 3.0 Credits

Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 527 Understanding Learning Disabilities 3.0 Credits

Addresses learning disability issues including types of learning disabilities and related general approaches to the assessment and treatment of them. Specific disorders discussed include dyslexia, dyscalculia, attention deficit hyperactivity disorder, social cognition deficit, and disorders of language and hearing.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 528 Cultural and Historical Significance of Mathematics 3.0 Credits

The course explores how mathematics reflects and influences the ideas and movements in culture, history, biography and philosophy. An emphasis on teaching methods is integrated throughout the course.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 529 Early Literacy 3.0 Credits

Course examines research-validated literacy instruction and literacy interventions. Topics include; phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Significant emphasis is placed on the socio-cultural aspects of reading: appreciating linguistic diversity, integrating cultural narratives, building reading communities, and motivating children through authentic reading and writing experiences.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 530 Advanced Techniques in Instruction & Assessment 3.0 Credits

Major professional and educational issues associated with college teaching are addressed. Provides multiple opportunities to develop and enhance teaching skills, as well as exposure to alternative assessment.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 531 College Teaching & Communication Skills 1.0 Credit

This course addresses critical issues in college teaching and communication skills. These are: what is learning, comparative philosophies of education, understanding the adult learner, best practices in integrating technology to enhance learning, methods of evaluation student learning including performance-based assessments and foundations for effective oral and written communication.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 532 Designing Virtual Communities for Staff Development - Non-Field Experience 3.0 Credits

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsible for technology and professional development. Online discussion groups, video conferencing, and web-based instruction will be used to form a virtual learning community. There is no field experience component in this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is HRD.

EDUC 533 Designing Virtual Communities 3.0 Credits

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers and other professionals responsible for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community. This course includes a 20-hour internship for ITS certification.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 534 Developing Educational Leaders Using Technology 3.0 Credits

Addresses leadership and team building competencies that instructional technologists need to work collaboratively with teachers, administrations, parent groups, and the community. Will use technologies that facilitate communication and team building. This course includes a 1-2 day field-based research assignment.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 525 [Min Grade: B]

EDUC 535 Researching & Evaluating Instructional Technology 3.0 Credits

Course will focus on teaching and learning technology standards, general applications of technology and basic technology and skills. Will examine and critique educational software and learning technologies, and through research, develop criteria for technology. This course includes a 1-2 day field-based research assignment.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 522 [Min Grade: B]

EDUC 536 Distance Learning 3.0 Credits

The course explores pedagogical issues in distance learning. Readings are integrated with hands-on use of the tools used to create distance learning programs.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 537 Learning Disabilities II 3.0 Credits

The course focuses on how to manage instruction for students with special needs in the inclusive classroom.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 538 English Teaching Methods 3.0 Credits

This course is designed to support the development of pre-service teachers in the secondary English/Language Arts Classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy of English and L. Arts in the secondary classroom. Additional classroom-based observation hours will be required.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 539 Expressive Arts 3.0 Credits

The focus of this graduate course is to teach future educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts), into the PK-4 classroom. Through observation, curriculum development and assessment, educators will be able to identify, administer, interpret and plan instruction for PK-4 learners.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]

EDUC 540 Field Experience 3.0 Credits

Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 520 [Min Grade: B]

EDUC 555 Social Studies Teaching Methods 3.0 Credits

Course prepares the preservice teacher in making appropriate decisions about students and instructional processes in the social studies classroom. Perceptions and perspectives as it relates to social studies instruction in the following areas are explored: curriculum standards, unit development, assessment design and construction, interdisciplinary/integrated curriculum planning, specific group strategies, individualizing techniques, instructional technology, and professional development.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 556 Secondary Social Studies Methods (7-12) 3.0 Credits

Course provides understanding of effective Social Studies methods in secondary classrooms. History of pedagogical debates within Social Studies, is examined to incorporate effective Social Studies teaching methods. Careful attention is given to the Common Core Standards for Social Studies. Requirements include 30 hours of field experience in a school setting to include at least two lessons taught independently. In order to participate students must have the necessary background clearances.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 515 [Min Grade: B]

EDUC 558 Reading in the Content Areas 3.0 Credits

This introductory course is designed to help all (7-12) teacher candidates improve their students’ reading, writing, research and discussion skills in school and for lifetime learning. The course will focus on important formats and strategies for learning to read and write well and to learn in any subject.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 560 Conflict and Dispute Resolution 3.0 Credits

Examines the concept of conflict and means for its resolution as it occurs between individuals and within organizations. Provides foundational knowledge for professionals practicing in many fields and industries to resolve conflicts in positive ways. Students will examine obvious and hidden organizational conflict and the dispute resolutions systems available to resolve these issues. Includes skill devleopment techniques for dispute resolution to apply learned knowledge.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 561 Mediating and Resolving Conflict in School Settings 3.0 Credits

Current theory and research in the field of conflict resolution and mediation with focus on becoming familiar with evidence-based strategies applicable to challenging environments.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 565 Foundations in Instructing English Language Learners 3.0 Credits

This is a foundations course to prepare all pre-service teachers to work with English Lang. Learners. Focus will be on gaining an understanding of the linguistic, social and academic needs of ELLs and the roles and responsibilities of the classroom teacher in meeting those needs. Field-based observation hours will be required.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 566 Futures Studies in Education and the Workplace 3.0 Credits

Course explains and analyzes the field of futures studies including overview of the origins of futures studies, study of how futures studies methods are and can be utilized in education and a range of other industries, and techniques for developing strategic forecasts and plans. A critical approach is taken to enable an analysis of the field's strengths and weaknesses.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 601 Language, Learning and Teaching Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 602 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 602

EDUC 602 Language Learning & Teaching 3.0 Credits

This course introduces participants to foundational theory in both first and second language acquisition and instruction. The course explores how learners acquire language, what influences the learning process, and how instruction best aids that process. A practicum component includes observations of classrooms and tutorials of English language learners.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 603 Structure and Sound System Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 604 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 604

EDUC 604 Structure and Sound System of English 3.0 Credits

This course focuses on the structural features of the English language, including phonetic, phonological, morphological, syntactic and pragmatic features. In the practicum component, participants will collect and analyze language from both native and non-native speakers of English, using it to develop targeted structural exercises for English instruction.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 605 Design & Assessment Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 606 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 606

EDUC 606 Design and Assessment 3.0 Credits

This course emphasizes the role of ESL teachers as course developers and action researchers, focusing on effective lesson planning, tack design, materials development, assessment and evaluation, and the use of computers in instruction. In the practicum component, participants will design thematic units, determine objectives, develop materials, and design assessment tools.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 607 Intercultural Learner Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 608 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 608

EDUC 608 The Intercultural Learner 3.0 Credits

This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners and their families and communities. Building home/school relations and adapting and supporting curriculum through school services will be a focus. For a practicum, participants will engage in a case study of an English language learner.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 609 Language & Culture in Education 3.0 Credits

The purpose of this course is to explore the identity and cultural backgrounds of English Language Learners (ELLs) in our schools and to discuss the impact of these backgrounds on students’ educational progress. The course will address the ways in which teachers can provide an appropriate learning environment for students of diverse backgrounds.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 610 Action Research in Teaching ELLs 3.0 Credits

This course serves as capstone course within the Teaching English as a Second Language (ESL) credential program at Drexel. Candidates integrate content obtained in the prior core courses through an action research project with English Language Learners in a public school setting under the mentorship of an TESL specialist. Candidates also prepare for their transition to an independent ESL program professional by documenting their competencies in a teaching portfolio and creating a professional development plan.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 606 [Min Grade: B] (Can be taken Concurrently)EDUC 602 [Min Grade: B] and EDUC 604 [Min Grade: B] and EDUC 608 [Min Grade: B] and LING 560 [Min Grade: B]

EDUC 620 Physics in the Arts in Philadelphia 3.0 Credits

This course explores the city of Philadelphia to identify "physics" concepts within the city and in its art with the goal for students to become better aware of the importance of STEM (science, technology, engineering and math) in their daily lives. STEM knowledge empowers citizens as consumers and voters. An elementary understanding of the basic principles of science can inform better decisions regarding energy use, environmental protection, and even, dietary and exercise choices. Using the city as a laboratory we will explore learning in informal settings and put theoretical lessons into a real-world context.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 622 The Science of Sport 3.0 Credits

STEM concepts will be learned through the vehicle of sports in which the underlying principles of science and mathematics are discovered. Topics that will be covered in the course include: geometry, forces, motion, mechanics, biomechanics, anatomy and physiology, kinesiology, simple machines, energy transformations, and aerodynamics. Students will learn these concepts while performing aspects of different sports. The purpose is for students to actually see the science and mathematics concepts happening.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 700 Classroom Research for Teachers I 4.5 Credits

This course introduces candidates to teacher research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of teacher research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out. Also examined will be findings from research on practice and how it can be used to support school and instructional change.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 701 Classroom Research for Teachers II 1.5 Credit

In this second course in a two-course sequence, students will utilize school-based, collected research data. Issues pertaining to the ethics of data collection, data analysis and interpretation and writing the classroom research study will be examined and explored. Students will be mentored in the writing of research with a view toward submission of their research for publication and presentation.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 700 [Min Grade: B]

EDUC 702 School Leadership & Decision Making 3.0 Credits

This course will focus on decision-making in the schools. Emphasis will be placed on major challenges and opportunities in the work world of the principal and the interpersonal skills of school leadership.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 705 School Law and Politics 3.0 Credits

This course is designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of the schools. Students will study the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 708 Integration of Technology with School Instruction and Management 3.0 Credits

In this course students will investigate learning theory and its implication for interactive multimedia learning formats including the relationship of instructional design principles to selection of multimedia elements.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 715

EDUC 710 School Finance and Facilities 3.0 Credits

In this course, students will study the school budgeting process and school facilities management. Students will receive an overview of the basic financial and facility issues, unique to education that affect individual school buildings.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 716

EDUC 712 School and Community Partnerships and Relations 3.0 Credits

In this course, students will study the skills, techniques and attitudes school leaders need to work effectively with school constituents.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 718

EDUC 714 Instructional and Curriculum Leadership 3.0 Credits

In this course, students will examine the relationship between school culture and classroom instruction. Students will study the five fundamental tasks of instructional leadership (direct assistance, group development, professional development, curriculum development, and action research). Students will also investigate effective classroom observation methods.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Corequisite: EDUC 717

EDUC 715 School Principal Internship: Technology 1.5 Credit

This yearlong intensive internship is the activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 708 [Min Grade: C] (Can be taken Concurrently)

EDUC 716 School Principal Internship: Finance 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 710 [Min Grade: C] (Can be taken Concurrently)

EDUC 717 School Principal Internship: Leadership 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 714 [Min Grade: C] (Can be taken Concurrently)

EDUC 718 School Principal Internship: School and Community Relations 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 712 [Min Grade: C] (Can be taken Concurrently)

EDUC 750 Critical Issues in Education Seminar 3.0 Credits

This course is offered in the style of a "proseminar" that consists of reading, reflection and discussion with a faculty member on a focused critical issue in education. Specific foci will change each term and be aligned with faculty expertise and student interests. The course is designed to inform doctoral students on educational issues to impact their teaching and research agenda.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.

EDUC 775 Special Topics in Teacher Preparation 9.0 Credits

Covers various topics of particular interest to teacher education students.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDUC 799 Independent Study in Teacher Preparation 0.5-9.0 Credits

Covers various topics of particular interest to teacher education students, explored individually by the student under guidance from an instructional team member.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDUC 800 Educational Leadership & Change 3.0 Credits

Covers leadership characteristics, styles, and profiles along with the dynamics of the change process. Students develop an action plan for a school-based project, keep a log, and do reflective analysis. Students will interview a leader about their experiences in change and develop a leadership portfolio.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 801 Creative Strategies For Educational Leaders 3.0 Credits

Examines the theoretical and research issues pertaining to creativity and the development of the creative thought process. Emphasizes how role playing and drama techniques can become a powerful tool to promote creative thinking, innovation, and change for educational leaders.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 802 Using and Integrating Learning Technologies 3.0 Credits

Covers learning theories and integrative models as they use instructional software in different contexts and subject areas. Demonstrates strategies for using and implementing multimedia, hypermedia, and electronic networking for candidates to implement in their own school settings.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 803 Educational Research Design I 3.0 Credits

Introduces students to research design paradigms and the assumptions behind them, use of the literature, developing research questions, qualitative and quantitative procedures, and research study formats.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 804 Program Evaluation in Organizations 3.0 Credits

This course provides an experience in designing effective program evaluations for many purposes. Increasingly, evaluation and assessment are required for education research, research grants, school and organizational reform, and public policy. Students will study the foundations of program evaluation, examine underlying assumptions about the purposes and models of evaluation, and explore the various roles of the evaluator. In studying examples, students will vicariously experience various program evaluations from start to finish and understand the complexities of decision-making that evaluators face.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 806 Linking Educational Theory to Research 3.0 Credits

Course designed to acquaint students with educational theories and perspectives that have shaped the education discipline. A range of educational theories developed throughout 19th, 20th and 21st centuries will be discussed and explored toward guiding students on how these theories and viewpoints apply to research and educational practice today.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 807 Multi- & Cross-Cultural Perspectives in Leadership 3.0 Credits

Course will assist administrators, researchers and scholars to transform schools to address persistent inequities present in US educational systems and serve the needs of disadvantaged and disenfranchised groups. Course will deepen students' knowledge of multicultural education and advance their skills and talents as educational leaders.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 809 Introduction to Data Collection and Analysis 3.0 Credits

This course prepares students to collect basic quantitative and qualitative data to be analyzed in a subsequent required course. Students will be introduced to educational research data and implications and use in research.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.
Prerequisites: EDUC 803 [Min Grade: B] and EDUC 810 [Min Grade: B]

EDUC 810 Educational Research Design II 3.0 Credits

The course builds upon Educational Research Design I and focuses on five main themes: research design, sampling design, data collection, data analysis, and reporting research results using educational applications.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 803 [Min Grade: C]

EDUC 811 Designing and Developing Multimedia Applications For Learning 3.0 Credits

Allows students to design and develop a multimedia application for learning using an object-oriented authoring application and the process of design, development, and testing. Demonstrates and applies principles of learning that affect interface design, instructional design, storyboarding, navigation, interactivity, and feedback design.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 812 Staff Development & Team Building 3.0 Credits

Helps educational leaders explore effective models for professional development in schools and school districts. Covers the development of effective strategies and practices based upon current research, adult learning theory, and successful local and national models. Also provides in-depth training in the area of effective meeting design, involvement, and decision-making.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 813 Educational Issues Seminar 3.0 Credits

Examines current issues in public education, including school community, staff relations, integrating educational innovation, negotiating the bureaucracy, public charter schools, and urban education.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 814 Designing Educational Organizations 3.0 Credits

Examines innovation in rostering, scheduling, and defining the instructional program. Emphasizes middle school education and design of small learning communities such as the cluster concept and public charter schools.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 815 Writing for Research, Publication and Funding in Education 3.0 Credits

Guides students in the writing for research, publication, and funding in education by studying examples of effective writing formats written by successful practitioners and by using an active writing process approach: writing drafts, and giving feedback in small peer groups. Students produce a final document for each type of writing that employs authentic tasks and assessments.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 816 Inclusion Issues 3.0 Credits

Examines the various inclusion models whereby children with special needs become part of the teaching and learning community in which everyone-teacher and all students-can benefit by an inclusive program. Addresses such topics as how administrators may take leadership in implementing inclusion and designing an inclusive school.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 817 Curriculum Models 3.0 Credits

Allows candidates to develop models of curricula aligned with local, state, and national standards. Presents strategies for interdisciplinary teaching, creating constructivist learning environments, and developing integrative curriculum modules. Considers learning styles in effective methods that will be modeled and implemented in the course.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 818 Applied Research Study 0.5-20.0 Credits

Offers candidates a field-based opportunity to design and implement a pilot research study that will be presented and defended. Steps include framing the question and methodological approach, collecting and analyzing data, interpreting the results, and writing a report. Students document their research activities in a log. Research approaches can include action research, case studies, experimental designs, etc.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 820 School Superintendency 3.0 Credits

This course is designed to provide both theoretical and practical insights into the evolving responsibilities associated with being the chief executive office of a school system.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 801 [Min Grade: C] and EDUC 802 [Min Grade: C]

EDUC 824 Parents and Schools 3.0 Credits

This course provides the candidate with the skills required by system-level administrators to work with a broad spectrum of constituencies. Students will focus on the major issues facing families, especially those that mitigate against strong home-school relations, such as poverty, domestic violence, and drug abuse.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 827 [Min Grade: B]
Corequisite: EDUC 828

EDUC 827 School Superintendent's Internship: Curriculum Models 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 820 [Min Grade: C]

EDUC 828 School Superintendent's Internship:: Parents and Schools 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 827 [Min Grade: C]
Corequisite: EDUC 824

EDUC 829 School Superintendent's Internship III 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 828 [Min Grade: C]

EDUC 830 School Superintendent's Internship IV 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 829 [Min Grade: C]

EDUC 835 Quantitative Research Methods and Data Analysis 4.0 Credits

Continuation of EDUC 810. Use of statistical methods using real-world problems and real-world data to gain experience with following topics: analysis of variance and covariance, simple and multiple linear regression, multivariate techniques of factor analysis, cluster analysis and multi-level and structural equation modeling. Course includes a lab for practice-based learning using SPSS.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.
Prerequisites: EDUC 803 [Min Grade: C] and EDUC 810 [Min Grade: C]

EDUC 836 Qualitative Research Methods and Data Analysis 4.0 Credits

Continuation of EDUC 835. Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.
Prerequisites: EDUC 835 [Min Grade: C]

EDUC 840 Theories of Individual Cognition in STEM Education 3.0 Credits

Course foci is on the knowing and learning of STEM education from a social perspective from an individual cognitive perspective and will include emphasis on both recent research and seminal literature. The course will be an introduction to the psychological foundations of STEM education. This course is the first in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.

EDUC 842 Social Foundation and Group Cognition in STEM Education 3.0 Credits

Course foci is on the knowing and learning of STEM education from a social perspective and will include emphasis on both recent and seminal literature. The course will include an introduction to the sociocultural research and foundations of STEM education. This course is the second in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.

EDUC 844 Creativity and Innovation in STEM Education 3.0 Credits

This course will provide a foundation of creativity, innovation theory, awareness of research and seminal literature in the context of STEM education. Theories of creativity and creative thinking, the methods for studying creativity and the biological basis of creativity. The course is the third in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDUC 880 Doctoral Seminar 1.0 Credit

Seminar to prepare students who have completed the core doctoral courses and residency requirement to work with their Dissertation Advisor in the development of their dissertation research proposal.

College/Department: School of Education
Repeat Status: Can be repeated 10 times for 10 credits
Prerequisites: EDUC 810 [Min Grade: B] and EDUC 811 [Min Grade: B] and EDUC 813 [Min Grade: B]

EDUC 998 PhD Dissertation 1.0-12.0 Credit

Allows candidates to conduct an original research study that will comprise the dissertation.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

Education Faculty

W. Edward Bureau, PhD (University of Pennsylvania) Director of the Sacramento EdD. Clinical Associate Professor. Leadership, supervision, and capacity development.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California.) Program Coordinator for the MS in Higher Education Program at the Center for Graduate Studies in Sacramento. Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Southwestern Louisiana). Auxiliary Assistant Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Higher Education Program. Auxiliary Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Marion Dugan, EdD (University of Pennsylvania). Auxiliary Associate Professor. Language arts, student teaching.
Stephen C. Ehrmann Associate Clinical Professor. Learning technologies, learning science, assessment, evaluation, and professional development strategies, used to help educators make visible improvements in programmatic learning outcomes.
Salvatore V. Falletta, EdD (North Carolina State University) Director of the Human Resource Development (HRD) program at Drexel University.. Associate 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). Assistant Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Auxiliary Assistant Professor. Undergraduate studies, science education, curriculum design.
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.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
Elizabeth Haslam, PhD (University of Pennsylvania). Auxiliary Associate Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration.
Vera J. Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Literacy teaching and learning K-12, information and digital literacies, preservice and inservice teaching development in diversity theme online courses, sociocultural issues related to teaching English Language Learners and engaging immigrant parents.
Kristine Lewis, PhD (Temple University). Assistant 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) Dean, Goodwin College of Professional Studies. Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Sonya Martin, PhD (Curtin University, Science and Mathematics Education Centre, Perth, Australia). Assistant Professor.
Michel Miller, PhD (University of Miami, Florida). Auxiliary Assistant Professor. Special education.
Sarah P. Reynolds, EdD (Saint Joseph’s University) Program Director. Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Ellen B. Scales, PhD (Pennsylvania State University). Auxiliary Assistant Professor. Literacy, mathematics education, special education.
Jason Silverman, PhD (Vanderbilt University.) Director of the Program in Mathematical Learning and Teaching. Assistant 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.
Nancy Butler Songer, PhD (University of California, Berkley) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
David A. Urias, PhD (University of Virginia). Assistant Professor. International education, educational assessment, the influence of corporate philanthropy on higher education.
Sheila Vaidya, PhD (Temple University) Associate Director of Research and Outreach Programs. Associate Professor. Educational psychology, school psychology, research design.
Charles A. Williams, PhD (Temple University). Associate Teaching Professor. Prevention of school-aged violence.

Interdepartmental Faculty

Barbara Jean Hoekje, PhD (University of Pennsylvania) Director of English Language Center. Associate Professor. Sociolinguistic theory, discourse analysis, applied linguistics (language teaching, learning, and testing).
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.
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