Master of Science in Global and International Education

Master of Science: 45.0 quarter credits

About the Program

The MS in Global and International Education is designed to prepare students with the skills and knowledge necessary to work effectively within the complex economic, political, cultural, and social contexts that influence education and learning in diverse parts of the world. In addition to being aware of the global trends and issues of diverse approaches to education, students will develop the attitudes necessary to support learners and learning within and beyond mainstream educational systems.

The program prepares students to work effectively with the complex global challenges, trends, and issues influencing education and learning in diverse parts of the world, including the United States.

Today, leaders are needed who are trained with the skills and practical knowledge required to work effectively within the context of global economic, political, cultural, and community influences on education, are aware of global trends and issues in the field of education, recognize the various dimensions of educational interventions and are able to analyze the implications for learners within and beyond mainstreams, and can critique the roles and approaches of international, comparative, and educational research. The program provides these necessary tools, experiences, understandings, and related attitudes.

Program Objectives

The mission of the Master of Science in Global and International Education program is to prepare students with the skills, knowledge, and attitudes necessary to work effectively with the complex economic, political, cultural, and social contexts that influence education and learning in diverse parts of the world. In addition to being aware of global trends and issues of diverse approaches to education, students will develop the attitudes necessary to support learners and learning within and beyond mainstream educational systems.

Graduates of this program will be qualified to pursue careers in higher education, ESL programs, education abroad, law firms, international education associations, accreditation agencies, local community international outreach centers, US government, international development or human service agencies, non-governmental agencies, as well as act as administrators, managers, and researchers in national and international organizations, foundations, associations, and corporations.

Graduates of this program will lead their organizations in addressing the dramatic change in society and culture due to globalization and how these influence education.

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.

Additional Information

For more information about this program, contact the Program Manager/Academic Advisor:

Samantha Mercanti-Anthony
School of Education
sm853@drexel.edu

For additional information, also visit the School of Education's MS in Global and International Education web page or the Drexel Online web site.

Admission Requirements

Admission to this program requires:

  • Bachelor's degree from a regionally accredited institution
  • An undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA).
  • Graduates of foreign schools must also have of 550 or higher in the Test of English as a Foreign Language (TOEFL).
  • Completed Application Form.
  • Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended. Instead of hard copy transcripts, applicants may supply official electronic transcripts issued by a post-secondary institution directly to Drexel University Online (send to: customerservice@drexel.com).

    Applicants must supply transcripts regardless of the number of credits earned or the type of school attended. If an applicant does not list all post-secondary institutions on the application and these are listed on transcripts received from other institutions, processing of the application will be delayed until all remaining transcripts have been submitted the remaining transcripts.

    Use our Transcript Lookup Tool to assist contact with previous institutions. If a college or university offers the option to send transcripts in a secure, password-protected electronic format, have the transcript sent  to customerservice@drexel.com.
     
  • Two letters of recommendation - 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.
  • Personal Essay
  • Resume.
  • 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. Applicants whose native language is English (who list themselves as born in or citizens of the following countries: American Samoa, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British West Indies, Brunei Darussalam, Canada, England, Ghana, Guam, Ireland, Jamaica, Lesotho, Liberia, Malawi, Malta, Mauritius, New Zealand, Papua New Guinea, Puerto Rico, Scotland, Sierra Leone, South Africa, Swaziland, Tanzania, Trinidad/Tobago, Uganda, Virgin Islands, Wales, Zimbabwe) are exempt from the TOEFL. Applicants whose native language is not English are exempt from the TOEFL if the applicant completed 4 years of high school in the United States or completed English 101 and English 102 with a grade of C or better from a US domestic accredited institution. Applicants who received an undergraduate or graduate degree from an academic institution located in the US, UK or Canada are also exempt from the TOEFL.

Please refer to Drexel Online's Master of Science in Global & International Education Admissions page for additional information.

Degree Requirements 

A Master of Science in Global and International Education is a part-time online program. Students complete six core courses, four primary concentration courses, three secondary concentration courses, an elective and a capstone course.

Core Courses
EDHE 680Foundations of Evaluation3.0
EDGI 500Introduction to Global, International & Comparative Education3.0
EDGI 504History and Theory of Comparative Education3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
EDGI 512Globalization and Educational Change3.0
EDGI 520Comparative Economics of Education3.0
Primary Concentration Courses
EDGI 506Comparative Higher Education Systems3.0
EDGI 508Understanding Research in International & Comparative Education3.0
EDGI 514Education and National Development3.0
EDGI 518Analysis of Policy Issues in Global & International Education3.0
Capstone Requirement
EDGI 715Co-op with Portfolio1.5
EDGI 716GIE Co-op Experience with Seminar4.5
Select one of the following Secondary Concentrations:9.0
Secondary Peace Education Concentration *
Peace Education
International Organizations in International Education
Conflict Resolution in an International Context
Secondary Higher Education Concentration
Select 3 of the following Higher Education courses:
Foundations of Higher Education
Governance, Management & Administration in Higher Education
Student Development & Customer Service Management
Higher Education Law
Secondary E-Learning Leadership Concentration
Select 3 of the following E-Learning Leadership courses:
The Purpose and Business of E-Learning
E-Learning Technologies
Teaching and Learning Issues in E-Learning
Learning Technologies & Disabilities
Design & Delivery of E-Learning I
Design & Delivery of E-Learning II
Secondary Educational Policy Concentration **
Select 3 of the following Educational Policy courses
Education Policy: Concepts, Issues, and Applications
Shaping of American Education Policy: Global Forces
Ethics in Educational Policy Making
Access & Equity in Educational Policy Making
Secondary Learning Technology Concentration
Select 3 of the following:
New Media Literacies
Researching & Evaluating Instructional Technology
Technologies for Performance Support
Designing Virtual Communities for Staff Development - Non-Field Experience
Sample Electives
Students can select courses as addional electives from within the School of Education or a course (with School of Education approval) from another Drexel University program, such as international business administration, foreign languages, women's studies, or science/technology/society.
Study Abroad Experience
International Ecotourism & Education
Total Credits45.0

 

*

As an alternative secondary concentration, students may create a customized area of study from other Drexel University departments/programs such as International Business Administration, Women's Studies, or Science/Technology/Society.

**

 To complete the Drexel Educational Policy Certificate, students complete 2 additional 3-credit courses: EDPO 628 and EDPO 640.


Courses

EDGI 500 Introduction to Global, International & Comparative Education 3.0 Credits

Exploration and Analysis of international and comparative education. Comparative method serves as the framework to understand comparative analysis. Theories of the state serves as the framework to understand global theories of education across cultures.

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

EDGI 502 Global, International and Comparative Education II 3.0 Credits

Exploration of tradition of national culture and its influence on education as well as an examination of educational and societal developments from a comparative cross-national perspective.

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

EDGI 504 History and Theory of Comparative Education 3.0 Credits

Examination of the history of comparative education development and higher education systems of different nations as well as analysis of issues related to comparative education research and the internationalization of globalization of postsecondary education.

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

EDGI 506 Comparative Higher Education Systems 3.0 Credits

Examination of higher education systems around the world including the cultural and historical bases of these systems and their spread across the globe.

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

EDGI 508 Understanding Research in International & Comparative Education 3.0 Credits

Examination of major concepts, methods and current trends in international and comparative education research.

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

EDGI 510 Culture, Society & Education in Comparative Perspective 3.0 Credits

Exploration of global education through concepts of culture, cultural relativism and ethnocentrism from a comparative perspective.

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

EDGI 512 Globalization and Educational Change 3.0 Credits

Exploration of issues related to economic globalization, politics of globalization, educational change, and the ways individuals and groups of people have changed and must further change to meet new global challenges in the 21st Century.

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

EDGI 514 Education and National Development 3.0 Credits

Exploration of the role of education as a primary agent of the socio-economic, cultural and technological advancement of developing countries in world regions.

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

EDGI 518 Analysis of Policy Issues in Global & International Education 3.0 Credits

Analysis of current public policy issues using various models of policy analysis across cultures and the globe with specific emphasis in creating, monitoring and evaluating frameworks to guide education sector policy work.

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

EDGI 520 Comparative Economics of Education 3.0 Credits

Focus on the principal issues in the economics of education and in education and economic development.

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

EDGI 530 Peace Education 3.0 Credits

Exploration of the conditions required for the construction of peace, the various forms of conflict, philosophical bases of human rights, discrimination with particular focus on curriculum reform that emphasizes knowledge, understanding and respect for cultures of others at the national/global level.

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

EDGI 532 International Organizations in International Education 3.0 Credits

Examine current international organizations, foreign assistance and their influence on educational policy. Both public and private organizations will be explored.

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

EDGI 533 Culture and Learning: From Violence Toward Peace 3.0 Credits

This course provides students with a critical understanding of the role of “culture” in influencing the dynamics of conflicts, including those that can be manifested in physical violence, as well as strategies for resolving or transforming such conflicts. Expressions of forms of discrimination, including prejudices, stereotyping, xenophobia, ethnocentrism and racism will be considered as important basic conceptual tools for peace educators in resolving intercultural conflicts.

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

EDGI 534 Conflict Resolution in an International Context 3.0 Credits

Examination of conceptual underpinnings of peace and conflict resolution and the paradigmatic models of conflict resolution currently practiced, as well as the substantive enquiry into a variety of approaches to building peace at local, national and global levels.

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

EDGI 535 Practices of Conflict Management & Peace Building 3.0 Credits

This course focuses on the development of practical and conceptual tools for the transformation of conflict on the micro-level. Taking the perspective that all participants will be involved in both conflict and ‘peace processes’ of different sorts and in different capacities throughout their future professional and personal lives, the aim is to engage with these processes through various situational learning exercises. This will provide an opportunity for the practical deployment and development of peace-building skills.

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

EDGI 536 Action Strategies for Peace Education 3.0 Credits

The major assumption of this course is that peace education is a challenge and a need to face not only in formal educational systems but also in community settings, non-formal and informal education. This course will examine the implementation of peace education programs linked to various settings, and analyze the challenges and issues of the different approaches of governments, communities, and other institutions. The course explores concepts such as citizenship, respect, learning community and interactive dialog.

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

EDGI 541 Special Issues in Sustainability 3.0 Credits

The environmental movement of the 1960s and 1970s started as a reaction to the ecological degradation of the environment; in the 1980s and 1990s the sustainability revolution emerged, but what is sustainable development and how does it apply to education? Through readings, videos and board discussions, this class will examine concepts that include ecological footprint, ecocriticism, advertisement awareness, technology appraisal, ecological intelligence, systems thinking, etc. There are various schools of thought regarding sustainability in three areas – the environment, the economy, and society.

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

EDGI 600 Study Abroad Experience 3.0 Credits

From a city-base in a foreign country, student actively engages in a country's literary, artistic, and cultural traditions through firsthand encounters with literary specialists, authors, artists, and artisans. Homestay model serves as portal for enhanced opportunities for language acquisition, cultural analysis and interpretation.

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

EDGI 610 International Ecotourism & Education 3.0 Credits

From a city-base in a foreign country, student integrates the different perspectives of diverse natural, biological and social science disciplines to improve understanding of relationships between human societies and the natural environment.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is GIED.
Corequisite: EDGI 600

EDGI 715 Co-op with Portfolio 1.5 Credit

Students participate in 10 weeks of a part time co-op to provide students with real-life, hands-on experience in international development. Weekly seminar component.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is GIED.
Prerequisites: EDGI 514 [Min Grade: C]

EDGI 716 GIE Co-op Experience with Seminar 4.5 Credits

Students continue to identify career fields and professional development opportunities in the field of global and international education through action research. Students gain practical skills through a co-operative learning assignments/placement and complete a culuminating project and/or research as proposed in EDGI 715.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is GIED.
Prerequisites: EDGI 715 [Min Grade: C]

Education Faculty

Jennifer Adams, EdD. Associate Clinical Professor.
Kristen Betts, EdD. Clinical Professor. Higher education administration and governance; instructional design and technology; program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania) Program Director of the EdD, Sacramento. Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Sociological explorations of emotions occurring in organizational contexts; organizational development. Contextual issues confronting organizations, such as organizational learning, organizational culture, and communities of practice
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). Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Louisiana, Lafayette). Assistant Clinical Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Salvatore V. Falletta, EdD (North Carolina State University) Program Director, Human Resource Development. 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.
Timothy Fukawa-Connelly, PhD (University of Maryland). Assistant Professor. Undergraduate mathematics education; Examples of mathematical concepts; Statistics education; Proof presentation.
Kathy D. Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management; Transformational leadership; Adult learning; Career development; Organizational effectiveness; Change management.
Rajashi Ghosh, PhD (University of Louisville). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Rod P. Githens, PhD (University of Illinois). Associate Clinical Professor. Increasing access to self-sustaining careers through workforce development; Online education.
Roger Geertz Gonzalez, PhD (The Pennsylvania State University). Associate Clinical Professor. Higher education; Student affairs; College Student Civic Engagement; Latinos and Higher Education; Comparative/International Education.
John M. Gould, PhD (University of Pittsburgh) Online EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Allen C. Grant, PhD (Louisiana State University) Program Director, Educational Administration. Assistant Clinical Professor. K-3 virtual schooling; Virtual school leadership; Collaborative Technologies; 21st Century learning skills.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies; Science education; Curriculum design; Preparation and development of science educators; Physics in Philadelphia.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. 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.
Penny Hammrich, PhD (University of Minnesota). Professor. Urban education; gender equity; sports science; science literacy and education; conceptual change learning.
Paul Harrington, EdD (University of Massachusetts) Director, Center for Labor Markets & Policy. Professor. Health labor markets; Teen and young adult job access; Disability in the labor market; College labor market; Workforce development, planning, and evaluation.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
Elizabeth Haslam, PhD (University of Pennsylvania) Program Director of Learning Technologies. Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Deanna Hill, JD, PhD (University of Iowa, University of Pittsburgh) Program Director, Higher Education. Assistant Clinical Professor. Educational law and politics; Access and equity; Critical race theory; Global and international education.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration; Adult learning; Survey & instrument design; Role of emotion in cognitive (creative) abilities; Psychology of developing creative thinking & problem-solving abilities in leaders.
Kristy Kelly, PhD (University of Wisconsin-Madison) Program Director of Global and International Education. Assistant Clinical Professor. Politics of knowledge; Women and educational leadership; Transnational feminisms; Feminist pedagogies; Training and adult education.
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.
Bruce Levine, JD (New York University School of Law) Program Director of Educational Policy. Assistant Clinical Professor. Relationship between US private sector and not-for-profit funders with K-12 systems and higher education; Global/humane/moral/civics education; Holistic approach to urban education.
Kristine S. Lewis Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquense University). Associate Clinical Professor. Positive Communication and Collaboration among Educators, Service Providers and Families of Exceptional Children; Legal Rights of Exceptional Children; Alternative and Early Dispute Resolution in Special Education.
Kenneth J. Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor.
Michel L. Miller O'Neal, PhD (University of Miami, Florida). Assistant Professor. Special education; Autism Spectrum Disorders; Program evaluation
Joyce Pittman, PhD (Iowa State University of Science and Technology) Program Director of the EdD, Harrisburg. Associate Clinical Professor. Educational and digital equity; Online learning pedagogy; Educational reform, policies and practices/teacher education.
Fredricka K. Reisman, PhD (Syracuse University) Director of Drexel/Torrance Center for Creativity and Innovation. Professor. Learning K-8 mathematics; Applying creativity and innovation to engineering education; Applying creativity and innovation to learning in educational and corporate settings.
Lori Severino, EdD (Neumann University) Program Director for Special Education. Assistant Clinical Professor. Reading Comprehension strategies; Brain research in reading; Secondary Reading Assessments.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematics Learning and Teaching; PhD Director. Associate 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.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Nancy Butler Songer, PhD (University of California, Berkley) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early Literacy Development; Digital and Information Literacy; Learning differences; Urban education.
Sarah P. Ulrich, EdD (St. Joseph's University) Program Director, Teacher Education. Associate Clinical Professor. Emphasis in Cross Cultural, Language and Academic Development
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) Psychology and Education Stoneleigh Foundation Fellow. Associate Teaching Professor. Prevention of school-aged violence; Bullying awareness, education and prevention; Outcomes for youth in placement; Social skills and learning in school–aged youth.
M. Hope Yursa Assistant Clinical Professor.

Interdepartmental Faculty

Jacqueline Genovesi, PhD (Drexel University) Director of Museum Education Certificate; Vice President, Education, the Academy of Natural Sciences. Assistant Clinical Professor. Museum education, interpretive strategies and museum leadership.
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).
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.

Emeritus Faculty

Bernard Lentz, PhD (Yale University) Vice Provost for Institutional Research Emeritus. Professor. Institutional research in higher education; Educational and labor market impacts of work-integrated learning; Economics of higher education; Racial and gender equity among faculty in higher education and the learned professions.
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