PhD in Educational Leadership Development and Learning Technologies

Doctor of Philosophy: 74.0 quarter credits (beyond the master's degree requirements)

About the Program

Vision

The PhD program in Educational Leadership Development and Learning Technologies is designed for those who aspire to be education researchers, university faculty or research analysts. The program is designed so that students will have the skills, knowledge and experience to be leaders and stewards of the field. Graduates from this program develop research and critical thinking abilities directed toward the creation of new knowledge, integration and original application and/or teaching of existing knowledge and scholarly inquiry in their field of study.

Applicants to this program are expected to have high aptitude for research and inquiry in the field of education. They will express career interest in topics into which the faculty of the school are actively inquiring and researching. The assumption is that the most effective training for the PhD stems from collaborative research and inquiry into topics of mutual interest by an able student and faculty scholars and researchers. The major emphasis of the program consists of the individual students and faculty members(s) jointly researching and inquiring into an area of study to conduct scholarly research.

In addition, two areas of concentration are available: 

Leadership
Designed to introduce student to leadership characteristics, styles, and profiles along with the dynamics of the process of change in educational organizations. Students also systematically learn techniques to promote creative thinking, innovation, and change for educational leaders, as well as how to design effective program evaluations.

Science, Technology, Engineering, and Mathematics (STEM)
Designed to prepare students to become members of the STEM education community, through both reading, discussing, analyzing and criticizing important research from the science, technology, education, and mathematics education literature, synthesizing this work around common themes, and drawing practical conclusions within the students area of interest as well within the broader area of STEM education.

Mission

The emphasis of the program is philosophical underpinning and theory-driven research. In addition to study in educational leadership, policy and the foundation of education, the program requires extensive preparation in quantitative and qualitative research methods. A small cohort of students will be admitted for full-time study. Students will be immersed in an internship to scholarly life, learning to teach and conducting research with faculty while completing coursework and other program requirements. These three areas will combine to: 

  • convey deep scholarly knowledge of education and related areas outside of education,
  • promote a broad understanding of various methods of inquiry in education and develop competency in several of those methods,
  • impart broad knowledge of theory and practice, and
  • promote excellence as a college teacher.

Cohort and Delivery Format

This program will be limited to a cohort of full-time students for whom full funding is available and who will be fully embraced as members of the School of Education. The program will be delivered on-campus and will be situated in the framework of collaborative, transformational learning and knowledge generation. Small seminars, independent projects and practicum opportunities are designed for an individualized program.

Additional Information

For more information about this program, contact the program manager:

Jemina Williams
jtb84@drexel.edu
215-895-1965

Or visit the School of Education's Graduate Program website.

Admission Requirements

The ideal candidate will have a research-oriented master’s degree in an area relevant to their desired specialization, a GPA of 3.25 (ideally 3.5 on a 4.0 scale) and competitive Graduate Record Exam (GRE) scores on each of the sub-tests: Verbal, Quantitative and Analytical.

All applicants are required to submit the following materials.

  • Graduate School Application
  • Official transcripts from all undergraduate and graduate study
  • Official copies of GRE score reports sent directly to the Office of Graduate Admissions. International applicants who have not studied in the US, and whose first language is not English, are required to take the TOEFL and score 100 or higher (highest score is 120). 
  • Resume or curriculum vitae
  • A statement of career goals, including specific research and scholarly interests. The applicant should be sure to indicate how their interests coincide with those of particular School of Education faculty members. (Visit our website for a list of current faculty research interests.)
  • Three letters of reference from people familiar with prior academic performance
  • Copies of students’ scholarly writing, including published papers and theses or term papers

The School of Education admissions committee will review each application and, prior to acceptance, an interview may be required.

Early application is recommended; please refer to the current information available from the Office of Graduate Admissions for the application deadline.

Additional information about how to apply is available on the Graduate Admissions at Drexel University site.

Degree Requirements 

Course of Study

The PhD program of study involves formal coursework and informal experiences. The total minimum credits for the PhD degree is 74.0 credits, distributed among the following areas:

  • Breadth and depth in education and educational research (12.0 credits)
  • Research core (20.0 credits)
  • Content concentration (27.0 credits)
  • Mentored research experiences (6.0 credits)
  • Dissertation research (9.0 credits minimum)

Research preparation is the foundation of the PhD program. Students begin research activities during the first year of the program, and continue to develop their skills by conducting various research projects with School of Education faculty, presenting research findings at conferences and writing research papers, culminating with the dissertation work. Thus, the program is designed to immerse the student in educational content, inquiry and methodology, so as to ask critical questions and design procedures to conduct research.


Required Courses  
Breadth and Depth in Education Courses 12.0
EDUC 750 Critical Issues in Education Seminar (3-credit course taken 3 times) 9.0
Elective 3.0
Research Core Courses                                                                 20.0
EDUC 803 Educational Research Design I 3.0
EDUC 809 Introduction to Data Collection and Analysis 3.0
EDUC 810 Educational Research Design II 3.0
EDUC 815 Writing for Research, Publication and Funding in Education 3.0
EDUC 835 Quantitative Research Methods and Data Analysis 4.0
EDUC 836 Qualitative Research Methods and Data Analysis 4.0
Concentration Courses 27.0
Students select either a concentration in Leadership or in STEM Education. All courses in the chosen concentration area must be completed.  
Leadership Concentration: 27.0
Educational Leadership & Change 3.0
Creative Strategies For Educational Leaders 3.0
Program Evaluation in Organizations 3.0
12 credits of independent study/electives in concentration specialization area *
12.0
6 credits of electives in specialization area outside of the School of Education **
6.0
STEM Education Concentration: 27.0
Theories of Individual Cognition in STEM Education 3.0
Social Foundation and Group Cognition in STEM Education 3.0
Creativity and Innovation in STEM Education 3.0
12 credits of independent study/electives in concentration specialization area *
12.0
6 credits of electives in specialization area outside of the School of Education **
6.0
Guided Research Experience 6.0
EDUC 799 Independent Study: Learning through Problem-Based Research (course may be repeated for credit) 1.0-3.0
Required Doctoral Seminar and Dissertation 9.0
Doctoral Seminar (1-credit seminar taken 3 times)  
PhD Dissertation (2-credits, 3 terms)  
   
Total Credits 74.0


*

 These courses are chosen in consultation with the student's faculty advisor. For the concentration in leadership, options students may choose include EDUC 804, EDUC 807, and/or EDUC 813.

**

Electives outside of the School of Education are selected in consultation with the student's faculty advisor.

 9.0 credits is the minimum to meet graduation requirements. Additional credits may be taken if required.

 

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.
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.
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.
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.

Emeritus Faculty

Francis Harvey, EdD (Harvard University). Professor Emeritus. Enhanced learning, socio-cultural learning, distance education.
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