Educational Leadership Development and Learning Technologies
Major: Educational Leadership Development and Learning Technologies
Degree Awarded: Doctor of Philosophy (PhD)
Calendar Type: Quarter
Total Credit Hours: 74.0
Classification of Instructional Programs (CIP) code: 13.9999
Standard Occupational Classification (SOC) code: 25-1199
About the Program
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:
Educational Leadership and Policy
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) Education
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.
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.
For more information about this program, contact the program manager:
Or visit the School of Education's Graduate Program website.
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.
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.
|Breadth and Depth in Education Courses|
|EDUC 750||Critical Issues in Education Seminar (Repeated 3 times)||9.0|
|Research Core Courses|
|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|
|EDUC 850||Foundations of Research in Education||3.0|
|EDUC 851||Research Designs and Methods in Education||3.0|
|Methods Elective -- Choice of Qualitiatve, Quantitative or Mixed Methods||3.0|
Students select either a concentration in Educational Leadership and Policy or in STEM Education. All courses in the chosen concentration area must be completed.
|Educational Leadership and Policy Concentration|
|Program Evaluation in Organizations|
|Foundations of Educational Theory: Contextualizing Leadership and Policy I|
|Foundations of Educational Theory: Contextualizing Leadership and Policy II|
12.0 credits of electives within area of concentration*
6.0 credits of electives from outside of the School of Education**
|STEM Education Concentration|
|Theories of Individual Cognition in STEM Education|
|Social Foundation and Group Cognition in STEM Education|
|Creativity and Innovation in STEM Education|
12.0 credits of electives within area of concentration*
6.0 credits of electives from outside the School of Education**
|Applied Research Expertise|
|EDUC I799||Independent Study in EDUC (May be repeated for credit)||6.0|
|Required Doctoral Seminar and Dissertation†||9.0|
|Doctoral Seminar (1.0 credit course taken 3 times)|
|PhD Dissertation (2.0 credit course taken 3 times)|
Courses selected in consultation with student's faculty advisor
Courses selected from non-School of Education courses in consultation with the student's faculty advisor.
Minimum of 9.0 credits are required to meet graduation requirements. Additional credits may be taken if required.