Master of Education in Adult Learning
with Adult Education, TESOL or Training in Organizations Emphasis
REQUIRED CREDITS: 45
Core Courses (27)
The theory of adult learning and development provides a foundation for the core of the program and for the emphasis areas. Major concepts are covered in depth, including social and psychological aspects of adult learning, participation and motivation, self-directed learning, transformative learning, and recent theoretical perspectives. This course will provide advanced study of adult learning theory, philosophical foundations of adult education, and research relating to specific issues and approaches for facilitating adult education. In addition, the course will examine the role and characteristics of the adult learner in the 21st century.
This overview course familiarizes students with various curriculum development and instructional design models needed to support adult learning in higher education, business, and various training contexts. Topics include purposes of the learning, learner characteristics, work setting characteristics, work/task analysis, learning outcomes, needs assessment, course design, instructional strategies, resources, and assessment strategies. Students apply these concepts by choosing a model that matches a particular educational/training context and using it to develop a course or training experience for adult learners.
Research and practice in the teaching of adult learners provides a substantial grounding in the skills and abilities associated with effective teaching. By examining current and effective approaches, students build their skills and emerge with a "tool kit" of strategies to facilitate learning in a variety of settings and with diverse groups of learners. Students learn to apply practices that are supported by a solid base of evidence and explore promising new ideas and emerging trends in the field of adult learning.
Technology continues to transform adult education by removing traditional barriers to learning. Adult educators need to be able to research and utilize technology while considering the diverse learning styles and needs of adult learners. This course explores how educators can effectively incorporate technology into adult learning programs to enhance the learning process and improve outcomes.
Recent historical emphasis on accountability of student learning provides the context for a clear and effective approach to designing and assessing learning relative to established outcomes. Students learn various types of assessment strategies and tools, including authentic assessment. They also learn how to apply the results of learning outcomes assessment to improve student achievement and program effectiveness.
Developing educational programs for adults in colleges, corporations, and other institutions includes identifying needs, establishing objectives, and critically evaluating outcomes. This course examines theories and techniques associated with the evaluation of educational programs, along with an overview of various models for evaluating courses and programs in education, industry, and adult training environments. Hands-on use of assessment tools and the development of an evaluation plan will provide opportunities to immediately apply knowledge and skills learned in the course.
Applied Project (6)
This course provides the opportunity to integrate and apply the theories, concepts, and practices learned in previous coursework to real-world issues and problems, combining a field-based experience with a focus on critical reflection in practice. Students will select a specific adult learning situation of personal relevance for study, conduct a detailed analysis, and offer solutions to a problem or suggest interventions to improve current practice. This serves as the culminating learning experience for the program.
This course introduces candidates to the language, expectations, and tools for academic discourse, research and reflective professional educator practice. Candidates will critically evaluate research findings as they begin the academic inquiry process.
Emphasis Requirements (12)
Adult Education Emphasis (12)
This course focuses on the contexts of adult education in societies around the world. Emphasis is placed on preparing to work in a global context, both with foreign students on a local campus and to subsequently prepare local students to operate in a global society. Class participants will be able to design curriculum and programs for a students from around the world.
Increasingly, adult learners demand and benefit from forms of learning that require engagement in real-world experiences and that are defined by performance-based outcomes. This course provides an overview of the definitions, theories, and practical approaches to designing and delivering experiential and performance-based learning that is rigorous and effective. Students apply the basic principles to specific adult learning contexts, such as training, higher education, and vocational education.
This course explores the development and delivery of workforce and basic education. Examining the content and cultural contexts of workforce education and adult basic education, including the GED, students will evaluate and make recommendations for these programs that provide tools for students to gain living wage jobs in their communities.
Educators working with adult students in educational settings need a foundation in the legal and ethical dimensions that will inform their practice. This course will explore higher education law and ethics with a focus on topics, including students with disabilities, sexual harassment, and violence on campus. The course will also survey legal principles and decisions that affect education leaders in various contexts.
Training in Organizations Emphasis (12)
Managers and providers of training in various types of organizations need a foundation in the legal and ethical dimensions that will inform their practice. This course will explore laws and ethics with a focus on topics including human resources standards and disability accommodations. The course will also survey legal principles and decisions that affect organizational training managers in various contexts.
A major focus of training initiatives in all types of organizations is the development of a competent workforce with the skills of lifelong learning. This course surveys the research, models, and issues associated with improving human performance in workplace settings. Students explore methods and techniques for recognizing and analyzing performance gaps, conducting needs assessments, determining appropriate instructional and performance support interventions, and measuring the results of implemented solutions. Emphasis is placed on determining whether instructional or other performance support interventions are appropriate for addressing identified needs.
Managing and delivering training are essential skills for human resource and performance improvement professionals. This course covers the models, techniques, and best practices for managing and delivering training systems and modules. Topics include managing the learning environment, selecting appropriate materials and assessments, and tracking learner performance and completion.
This course will explore diversity of individual and organizational perspectives as a catalyst to understanding and applying differences as a method of continuous process improvement. You will be challenged to strengthen and widen your definition of leadership from insightful examples and sharing of best practices. Decision making will be analyzed in the context of applying executive and emotional intelligence with diverse perspectives that challenge you to develop sustainable growth as a leader in a learning organization. Change management will be explored in context of a leadership challenge of balancing risks and opportunities through collaboration with stakeholders. Students explore emerging change management issues through systematic perspectives and discussions. You will develop a plan to transform a culture and sustain excellence.
Program Approved Electives (6)
Course work must be approved by program coordinator.
TESOL Emphasis (24)
Please check back soon for the full description of this course.
This course presents an overview of the field of linguistics including phonology, morphology, syntax, pragmatics, psycholinguistics and sociolinguistics. Special emphasis is placed on the psychology of teaching and learning a language. There are many opportunities to connect theory with practice.
Basic methods and techniques for teaching the English language to all proficiency levels in a multicultural classroom are introduced. In addition, task-learning to LEP students is demonstrated. Participants have the opportunity to develop lesson plans and to discuss practical applications of materials learned.
Teaching Grammar (3)
Addresses the problems of teaching grammar and grammatical structures and offers hints on avoiding pitfalls. Practical sequencing, shortcuts, simplifications and integrated approaches to teaching grammar are discussed as are culturally effective techniques.
This course explores the methodologies available to build proficiency in the skill areas of listening, speaking, reading and writing. It also examines the learner skill repertoire required as well as practical techniques available to assist language students at all levels of proficiency.
This course is designed to give teachers awareness of the kinds of criteria used in designing classroom materials for the teaching of English Language Learners at all levels of proficiency. Materials will be considered in terms of the specific problems they address, the objectives they accomplish, the activities engendered and the use of materials as evaluative tools. Participants will learn about new materials and explore the variability of lessons as they develop their own materials. Also featured are opportunities for class participants to share useful activities and ideas.
TESOL 560 introduces the major theories of language learning in young children (aged 4-12). Students learn the major theories through application to the four language domains: speaking, listening, reading, and writing, in a variety of settings. By the end of the course, students are able to design and teach an appropriate instructional unit and lesson for a selected population of young learners.
An examination of the issues in language testing and evaluation is the focus of this course. Participants are familiarized with the various language testing instruments and consider how to assess both language aptitude and competence. In addition, participants have opportunities to construct and evaluate their own test instruments.
Please check back soon for the full description of this course.