Human Resource Development

Major: Human Resource Development
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Classification of Instructional Programs (CIP) code: 52.1005
Standard Occupational Classification (SOC) code: 13-1151

About the Program

The MS in Human Resource Development program, with its strong emphasis on learning theory, is designed to prepare students with the competencies for success in promoting individual and organizational learning world wide. The online curriculum is both practice-oriented and research-based. Drexel’s program is unique in the inclusion of a substantial co-op/capstone experience.

Human resource development refers to the principles, methods, and techniques for assessing and responding to the learning and development needs of employees and their organizations. The Master of Science in Human Resource Development prepares students to have a positive direct and indirect influence on the future of human resource development in its many forms. The program is designed to prepare graduates for strategic roles in promoting employee and organizational learning in various national and multi-national organizations, as well as to promote the use and integration of technology to support organizational learning.

The MS degree in Human Resource Development incorporates an interdisciplinary curriculum. Students may choose an area of concentration in either strategic human resources, evaluation and return on investment, instructional systems design and e-learning, or project management. The program integrates leading learning strategies and instructional technologies into course delivery. Courses expose students to best practices, current research, software applications, and database management systems. Students demonstrate their knowledge and skill acquisition through individual and group projects.

For additional information, contact the School of Education or view the master's degrees online on the Drexel Online web site.

Admission Requirements

Applicants for the program will follow the university standards for admission to graduate study. Prospective students must have earned a bachelor’s degree from an accredited institution and have an undergraduate GPA of 3.0 or higher to be considered for admission (graduate degree GPAs will be considered along with the undergraduate GPA). In addition, prospective students are required to submit the following:

  • Completed Application Form, including official transcripts from all universities or colleges attended
  • Two letters of recommendation
  • Personal essay
  • Resume
  • Application fee

The admissions committee will evaluate the applicant’s potential and commitment to succeed in graduate study in the online environment. The applicant’s potential to contribute to the overall quality of the program of study will also be considered.

Interviews, in person or by phone, will be conducted by the admissions committee with those applicants who meet Graduate Admission’s standard admissions criteria.

Decisions will be made using dates corresponding to the regular university schedule for rolling admissions in Graduate Admissions.

For additional information, contact the School of Education or view the master's degrees online on the Drexel University Online web site.

Find additional details about how to apply on the Graduate Admissions at Drexel University website.

Degree Requirements

The program requires 45.0 credit hours, consisting of 30.0 hours of core coursework and a 6.0 credit capstone course that includes a co-op project and results in the submission of a professional portfolio. In addition, students complete one of the following 9.0 credit concentrations:

  • Strategic human resources
  • Evaluation and return on investment (ROI)
  • Instructional systems design (ISD) and e-learning
  • Project management
Core Requirements
EHRD 500Foundations of Human Resources Development3.0
EHRD 600Organizational Consulting3.0
EHRD 601Leading and Evaluating Change3.0
EHRD 602Coaching and Mentoring for Sustainable Learning3.0
EHRD 604Development of Human Resources3.0
EHRD 606Human and Organizational Performance3.0
EHRD 607Global Human Resource Development3.0
EHRD 609Training and Development3.0
EDHE 660Principles of Adult Education3.0
EDUC 804Program Evaluation in Organizations3.0
Capstone Requirements
EHRD 715Capstone Co-op with Portfolio I1.5
EHRD 716Capstone Co-op with Portfolio II4.5
Concentration Options
Students must select one concentration and complete all 9.0 credits of the required courses.9.0
Strategic Human Resources Concentration Courses:
Organizational Learning & Strategy
Strategic Competencies for HRD Leaders
Leading Effective Organizations
Evaluation & Return on Investment (ROI) Concentration Courses:
The Evaluation Process
Evaluation and Assessment in Practice
Evaluating the Value & Impact of Human Resource Development Interventions
Instructional Design & E-Learning Concentration Courses:
Introduction to Instructional Design
The Purpose and Business of E-Learning
E-Learning Technologies
Project Management Concentration Courses:
Introduction to Project Management
Project Planning & Scheduling
Project Leadership & Teamwork
Total Credits45.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical 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.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Higher Education Program. Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
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). Associate 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). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
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) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Kristine 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.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
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.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematical Learning and Teaching. 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.
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint 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. Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis

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).
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.
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