Transforming Drexel – Drexel

Report on Drexel University’s Academic Transformation and Alignment with Sustainable Development Goals

Drexel University is undertaking a comprehensive academic transformation designed to align its educational model with the demands of a rapidly evolving global landscape. This initiative strategically repositions the university to address complex challenges and the future of work, with a core focus on contributing to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation, and Infrastructure).

Strategic Vision: Evolving Education for Sustainable Development

Rooted in a foundational vision of continual reinvention, the university’s current transformation is a strategic response to global imperatives. The initiative moves beyond traditional academic structures to foster an environment of innovation and adaptability. This approach is designed to prepare graduates to become catalysts for change, equipped to address critical global issues such as those outlined in the SDGs. By integrating interdisciplinary studies and real-world problem-solving, the university aims to produce professionals who can contribute meaningfully to sustainable development.

Pillars of the Academic Transformation

The transformation is structured around several key initiatives to be fully implemented by the 2027–2028 academic year. These changes are designed to enhance educational quality and societal impact.

1. Transition to a semester-based academic calendar to deepen learning and enhance partnerships.
2. Streamline academic structures through the integration of colleges and schools into interdisciplinary units.
3. Launch a redesigned curriculum with an enhanced focus on experiential learning and core competencies relevant to global challenges.

Transition to a Semester-Based Academic Calendar

The shift to a semester system provides extended time for in-depth subject exploration, directly supporting SDG 4 (Quality Education). This new calendar also aligns Drexel with most universities and industry partners, facilitating smoother credit transfers, research consortia, and cooperative education placements. This enhancement of collaborative opportunities is a direct contribution to SDG 17 (Partnerships for the Goals).

Integration of Academic Structures for Interdisciplinary Solutions

To foster innovation and address complex global problems, the university is integrating several academic units. These integrations are intended to break down silos and promote cross-disciplinary collaboration, which is essential for advancing the SDGs.

• The formation of the College of Engineering and Computing by merging the College of Engineering, the College of Computing & Informatics, and the School of Biomedical Engineering, Science and Health Systems will create a hub for technological innovation, supporting SDG 9 (Industry, Innovation, and Infrastructure).
• The School of Education will join the College of Arts and Sciences, fostering new approaches to pedagogy and lifelong learning in line with SDG 4.
• The Close School of Entrepreneurship will join the LeBow College of Business, promoting sustainable business practices and economic growth as outlined in SDG 8.
• The A.J. Drexel Autism Institute will join the Dornsife School of Public Health, strengthening research and community health outcomes, contributing to SDG 3 (Good Health and Well-being).

Curriculum Redesign for Global Competency

The redesigned curriculum emphasizes flexibility and the development of core competencies essential for long-term career success and global citizenship. The curriculum will empower students to tackle complex issues through interdisciplinary study.

• Flexible Degree Pathways: Students will have greater ease in pursuing double majors and creating unique academic paths that combine disciplines to address multifaceted challenges like poverty, inequality, and climate change.
• Core Competencies: The curriculum will be built around core competencies such as critical inquiry, collaboration, and civic engagement. Example courses like “Climate Action” directly engage students with SDG 13, while others like “Truth, Lies and Data” equip them with the analytical skills needed to navigate and solve complex global issues.

Expansion of Experiential Learning to Address Global Goals

Drexel is expanding its hallmark experiential learning model to provide a wider range of opportunities that allow students to apply their knowledge to real-world challenges. All undergraduate students will be required to complete at least one Experiential Learning Opportunity (ELO), which will be documented on an Experiential Learning Transcript.

Types of Experiential Learning Opportunities (ELOs)

• Cooperative Education (Co-op): Provides professional experience that prepares students for the workforce, directly supporting SDG 8 (Decent Work and Economic Growth).
• Global Experiences: Fosters cross-cultural understanding and prepares students to work in a globalized world, a key component of SDG 4.7.
• Research: Engages students in projects that can lead to innovative solutions for sustainability, health, and technology, contributing to SDG 9.
• Community Engagement: Allows students to work on local projects that address societal needs, aligning with SDG 11 (Sustainable Cities and Communities).

Projected Outcomes and Contribution to the SDGs

This academic transformation will provide students with an education that is not only relevant to the current job market but also empowers them to contribute to a more sustainable and equitable world.

• Graduates will possess industry-relevant skills and core competencies that foster lifelong learning and adaptability, supporting SDG 4 and SDG 8.
• The emphasis on interdisciplinary collaboration and experiential learning will produce leaders capable of developing innovative solutions to pressing global challenges.
• By integrating the SDGs into the curriculum and experiential opportunities, Drexel aims to cultivate a community of purpose-driven professionals committed to creating a positive societal impact.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article about Drexel University’s academic transformation connects to several Sustainable Development Goals (SDGs) by focusing on enhancing the quality of education, preparing students for the workforce, fostering innovation, and building strategic partnerships. The primary SDGs addressed are:

• SDG 4: Quality Education – The entire article is centered on reimagining and improving the academic experience to provide high-quality, relevant, and flexible higher education.
• SDG 8: Decent Work and Economic Growth – A major theme is preparing graduates for the “future of work” through experiential learning and career-focused curricula, directly linking education to employment and economic success.
• SDG 9: Industry, Innovation, and Infrastructure – The university’s commitment to innovation, integration of technology-focused colleges, and solving “real-world problems” aligns with this goal.
• SDG 17: Partnerships for the Goals – The strategy involves strengthening connections with industry leaders, employers, and other universities to enhance educational and career opportunities.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the initiatives described, several specific SDG targets can be identified:

1. Under SDG 4 (Quality Education):
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article addresses this by creating “flexible degree pathways” and making it easier to “double major,” which enhances access to quality tertiary education tailored to student needs.
   • Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. Drexel’s focus on “core competencies that drive long-term success,” “career-ready skills,” and its renowned “cooperative education program” directly aim to equip students with relevant skills for employment.
2. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.6: Substantially reduce the proportion of youth not in employment, education or training. The university’s model of experiential learning, particularly the co-op program which provides “six-month periods of employment,” ensures that students are actively engaged in education and professional training, reducing the likelihood of them being outside the employment or education system upon graduation.
3. Under SDG 9 (Industry, Innovation, and Infrastructure):
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors… and encourage innovation. The article highlights Drexel’s history of innovation (e.g., “early adopter of online learning,” “contributing to the invention of the barcode”) and its current strategy of integrating the “College of Engineering, the College of Computing & Informatics, and the School of Biomedical Engineering” to make it easier to “collaborate across fields, launch new programs, and solve real-world problems.”
4. Under SDG 17 (Partnerships for the Goals):
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The cooperative education program is a direct example of a partnership between the university (public/private institution) and industry (private sector). The article also states that the new calendar will align with “most universities and employers,” making it easier to “expand co-op and global opportunities” and form new partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several measurable indicators that can track progress towards these targets:

1. For SDG 4 (Quality Education):
   • Indicator for Target 4.4: The article states that starting in fall 2027, “all incoming undergraduate students will be required to complete at least one ELO [Experiential Learning Opportunity].” The participation rate and completion of ELOs, including co-ops, research, and global experiences, serve as a direct indicator of students gaining hands-on, relevant skills.
   • Indicator for Target 4.3: The number of students pursuing “flexible degree pathways” or “double majors” can be tracked to measure the success of the new, more navigable curriculum.
2. For SDG 8 (Decent Work and Economic Growth):
   • Indicator for Target 8.6: The proportion of students participating in the co-op program is a key performance indicator. The article notes that the new calendar will align “more closely with industry hiring cycles,” which could be measured by an increase in co-op placements and employer satisfaction.
3. For SDG 9 (Industry, Innovation, and Infrastructure):
   • Indicator for Target 9.5: Progress can be measured by the number of new interdisciplinary programs launched and the volume of collaborative research projects that emerge from the integration of academic units like the “College of Engineering and Computing.”
4. For SDG 17 (Partnerships for the Goals):
   • Indicator for Target 17.17: The number of active industry partners in the co-op program and the number of new partnerships formed with other universities (“university consortia”) can be used to measure the expansion of collaborations.

4. Summary Table of SDGs, Targets, and Indicators

Source: drexel.edu