Design of Learning Technologies

Major: Design of Learning Technologies
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 182.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.0607
Standard Occupational Classification (SOC) code: 25-9099

About the Program

The Bachelor of Science major in Design of Learning Technologies (DLT) prepares students to build the next generation of information and computing technology for learning. Students learn interdisciplinary skills and knowledge necessary to design, develop, and implement technology-enhanced learning environments for a variety of settings.

Students in the major will be exposed to three major themes in their coursework:

  • Cognition and Learning: Cognitive/mental processes and representations underlying knowledge and skill acquisition
  • Culture and Society: Social, cultural, and organizational aspects of teaching and learning, in and outside of schools
  • Design and Technology: Design and evaluation techniques to enable the development of new and emerging technologies to support learning and teaching

Work across these themes is coordinated to facilitate the development of expertise on the design of learning technologies grounded in strong theories of learning for a wide range of educational contexts (e.g., classrooms, museum exhibits, after-school, summer camps, etc.), audiences (e.g., teachers, students, corporations, children, adults, etc.), and learning environments.

The curriculum combines knowledge of how people learn, learning technology design, and child/adolescent development from the School of Education with design courses in the Westphal College of Media Arts & Design and computational thinking courses in the College of Computing and Informatics. Co-op experiences may include work at software and design companies, non-profits, cultural institutions, or research environments where there are needs for individuals with training in both learning theories and computational design.

Graduates of the program will have strong skills in applying theory to the creation of educational and learning environments. With hands-on courses focused on human learning and technology design, the Design of Learning Technologies major combines expertise in the foundations of education with design and technical expertise that is central for best practices of the application, development, and use of technologies throughout our lifetimes.

Degree Requirements

General Requirements
ANTH 101Introduction to Cultural Diversity3.0
BIO 100Applied Cells, Genetics & Physiology3.0
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
CHEM 111General Chemistry I4.0
COM 111Principles of Communication3.0
CRTV 301Foundations in Creativity3.0
CRTV 303Creativity in the Workplace3.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
or ENGL 111 English Composition I
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
or ENGL 112 English Composition II
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
or ENGL 113 English Composition III
Literature Requirement (Select one from ENGL 200 - ENGL 335)3.0
HIST 201United States History to 18154.0
or HIST 202 United States History, 1815-1900
or HIST 203 United States History since 1900
INFO 105Introduction to Informatics3.0
MATH 101Introduction to Analysis I4.0
MATH 102Introduction to Analysis II4.0
MUSC 130Introduction to Music3.0
PHYS 151Applied Physics3.0
PSY 101General Psychology I3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
Education Requirements
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDLT 103Foundation in Education III: Learning Sciences3.0
EDUC 105Freshman Pedagogy Seminar *3.0
EDUC 120Child Development I: Typical Development3.0
EDUC 123Adolescent Development3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 335Engaging the Learner3.0
Design of Learning Technologies Program Requirements
ANTH 370Ethnographic Methods3.0
CS 140Introduction to Multimedia Programming3.0
DIGM 223Creative Concept Design3.0
EDLT 101Learning, Culture & Technology Workshop I3.0
EDLT 201Learning, Culture and Technology Workshop II3.0
EDLT 238New Media Literacies3.0
EDLT 250Sociocultural Perspectives on Learning3.0
EDLT 301Learning, Culture & Technology Workshop III3.0
EDLT 339Future Pedagogies3.0
EDLT 353Play and Learning in Participatory Cultures3.0
EDLT 354Learning In and Out of Schools3.0
EDLT 491Senior Project I3.0
EDLT 492Senior Project II3.0
EDLT 493Senior Project III3.0
EHRD 205Organizational Learning & Strategy3.0
INFO 103Introduction to Data Science3.0
INFO 110Introduction to Human-Computer Interaction3.0
WEST T480Special Topics in WEST Studies3.0
Electives **30.0
Other University Requirements
CIVC 101Introduction to Civic Engagement1.0
COOP 101Career Management and Professional Development1.0
UNIV T101The Drexel Experience1.0
Total Credits182.0

Sample Plan of Study

4-Year Spring Summer Coop Cycle*

First Year
EDLT 1013.0CIVC 1011.0COM 1113.0VACATION
ENGL 101 or 1113.0CS 1403.0EDLT 1033.0 
EDUC 1013.0EDUC 1051.0EDUC 1051.0 
EDUC 1051.0ENGL 102 or 1123.0ENGL 103 or 1133.0 
EDUC 1203.0MATH 1014.0INFO 1103.0 
UNIV T1011.0Free elective3.0MATH 1024.0 
 14 15 17 0
Second Year
DIGM 2233.0CRTV 3013.0ANTH 1013.0BIO 1013.0
EDLT 2013.0ECON 2014.0BIO 1003.0EDLT 3533.0
INFO 1053.0EDLT 2383.0COOP 101**1.0ENGL 200 - ENGL 3353.0
PSY 1013.0EHRD 2053.0EDLT 3393.0Free electives6.0
PHYS 1513.0 EDUC 1233.0 
  SOC 3353.0 
 15 13 16 15
Third Year
EDLT 3013.0EDUC 3243.0  
EDLT 3543.0EDUC 3353.0  
HIST 201, 202, or 2034.0Free electives6.0  
Free elective3.0   
 16 15 0 0
Fourth Year
CHEM 1114.0ANTH 3703.0EDLT 4933.0 
EDLT 4913.0EDLT 4923.0MUSC 1303.0 
INFO 1033.0EDUC 3163.0Free electives9.0 
PSY 3303.0EDUC 3223.0  
WEST T4803.0Free elective3.0  
 16 15 15 
Total Credits 182

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.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, 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.
Rebecca Clothey, PhD (University of Pittsburgh). 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.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State 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.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
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 (University of Massachusetts, Boston) 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.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
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.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
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.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
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.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
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.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) 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, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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