Real-World Learning
Saint Joseph’s has long been known for its esteemed Interdisciplinary Doctor of Educational Leadership Degree, affectionately known as IDPEL. As the program has grown, it has had to evolve to meet the needs of students and the sectors in which they lead — education, nonprofit and healthcare. In recent years, as IDPEL joined Saint Joseph’s School of Education and Human Development, a few major changes were made to the program structure and curriculum.
Many of these changes focused on increasing accessibility for students balancing career, personal and educational obligations. These changes included implementing a hybrid learning model — one in-person class on campus per week, paired with one online synchronous meeting — and a reduced overall credit requirement, allowing students to complete the program in three and a half to four years (compared to five previously).
But one of IDPEL’s changes was less aimed at practicality and logistics and more at providing students with a global perspective — student immersion opportunities. All students in the program are offered the chance to travel with their cohort to Peru for a one-week immersive learning experience, where they visit educational institutions, nonprofits and healthcare centers and meet with various leaders.
The inspiration for this addition? The students.
“We had practitioners coming into the classroom that were eager to talk about global perspectives of leadership and educational systems,” says Program Director and Assistant Professor of Educational Leadership Chris Heasley, EdD, “We were inspired by their interest and also by (SJU’s) executive MBA program’s immersion model and how enriching it has been to the program and its students.”
To make this idea a reality, Heasley and fellow faculty members initiated a partnership with Universidad Antonio Ruiz de Montoya (UARM), a Jesuit college in Lima, Peru. With UARM’s help, SJU offered the first immersion trip to EdD students in 2021.
Amy Romani ’03, ’13, ’24, SJU alumna and literacy teacher with Tredyffrin Easttown School District, and Laura Kelly ’23, ’27, CEO and Founder of The Handwork Studio, were among the first cohort to attend.
“The field of education is a complex system highly dependent on strong leadership. At the heart of our schools are the students and communities that we serve,” says Romani. “Our Peruvian experience laid the foundation of adversity, empathy and an understanding of diverse circumstances upon which to strengthen our own educational institutions.”
“We gained insights into different teaching methods, curriculum approaches, and student needs, allowing me to incorporate innovative, effective, and inclusive strategies into my own school community,” she adds. “By embracing this experience, teachers and school leaders can foster a sense of understanding, empathy, and global citizenship among their students, preparing them to become responsible and compassionate members of our larger global community.”
By embracing this experience, teachers and school leaders can foster a sense of understanding, empathy, and global citizenship among their students, preparing them to become responsible and compassionate members of our larger global community.”
Kelly agrees. For her, the Peru trip expanded upon the lessons she’s learned in the program.
“I've since found that with every class, I bring back new ideas to my company, strengthening every department and making us a better company. I've learned to be a more compassionate leader. I now experience the world in a more enlightened, inclusive, and educated way and want to create a meaningful and lasting impact.”
Prioritizing a global experience doesn’t mean the faculty abandoned their commitment to access, though.
“If students can’t travel for work, family obligations or other reasons, we didn’t want them to miss out on having a global experience,” says Associate Dean Aimmee Terosky, EdD.
For those students, the program offers a unique alternative — an online course taught by international educator Aaron W. Jones, EdD, entitled, “Global Perspective in Educational Leadership.”
“I try to bring the world into the class,” says Jones, who last year taught his course from Qatar. Each year, he invites leaders and educators from around the globe to speak to his students.
“We’ve heard from Dr. Alban Ferrieu, a former school counselor and lecturer at Université Catholique de l'Ouest in France — his work centers on the lived experiences in international schools. We’ve learned from Dr. Catherine deVries, dean of International Affairs at Bocconi University in Milan. She talked to us about DEI work and some of the differences present in a European context,” says Jones, providing just a few examples.
“In the class, we try to confront what it means to be American, and what is an American education or American corporation. We try to get specific. Name it intentionally. We also ask each other what it means to teach or lead in those environments, what are the seen and unseen forces that guide our thinking, behaviors and systems?” says Jones. “Sometimes it's easier to understand one's identity by learning about others. By bringing in leaders and their experiences from around the world, students can dream beyond their borders, interpolate best practices from around the world, and empower in their sense of self … so they can contribute anywhere in the world.”
“It makes the world feel smaller and more connected,” says Kelly of the added global experiences. “There are people around the world trying to solve the same issues as we are and, if we work collaboratively together, we can share knowledge and ideas.”
The Philadelphia College of Pharmacy at Saint Joseph’s has a Doctor of Pharmacy (PharmD) curriculum that puts its graduates ahead of their peers in the industry through unparalleled clinical placements and five additional certifications.
Nick Athanasopoulos ’25 interned with the U.S. Mission to the United Nations this past summer after helping Philadelphia middle schoolers craft their delegate skills for Jr. Model UN with the Global Smarts program.
Through the highly selective Emerson Collective Youth Collaborative, Aisling Nay ’25 worked at the intersection of policy and service this summer as a Civic Changemaker intern at George Washington University.
