Adult Learning, Master of Education (M.Ed.)
Degree: M.Ed.	Semester(s) of entry: Fall Spring Summer	Deadline dates: Mar 15 Nov 1 Mar 15	Test requirements: GRE or MAT

The Master of Education in Adult Learning is a 39-credit program of study that prepares individuals for a broad range of positions related to the education of adult learners. Graduates are found in major corporations, higher education, health care organizations, state and federal agencies, nonprofit and community-based organizations and human services agencies. Admission to the program is predicated on the “whole person” concept, taking into account life experience, academic record, references and the reasons for the student’s interest in the program. An interview with the program adviser is recommended prior to admission. Applicants should have relevant experience in working with adults as learners.

The program provides a two-course foundation in educational research and adult development. A strong core of eight courses brings together both theory and application, including classes in design, development and delivery of adult learning in various environments. The emphasis is upon equipping an educator of adults with the requisite knowledge, skills and dispositions to work with a broad array of adult learners in business and industry, health care, government, higher education, nonprofit, and community and human service agencies.

In the last two years of the program, students select one of three elective tracks for a three-course concentration in adult literacy, human resource development, or teaching and learning with technology. The last course in the program, ADLT 636 Capstone Seminar in Action Learning, reunites students from all three elective tracks for a comprehensive synthesis of learning as they work in action learning teams to solve a real problem of strategic importance to an organization in the community.

A unique feature of the program is the learning journal portfolio, maintained in weblog format, which, in combination with the capstone seminar, replaces a comprehensive examination requirement. For the portfolio, students are required to write reflective weblog entries during each of the core and elective track courses. During the program, selected assignments are posted to the weblog to document personal growth over time. At the end of the program, students will write a 10-page, double-spaced reflective essay on the overall program experience. The weblog will be continuously reviewed by faculty throughout the program and fully assessed at the completion of the program. The weblog portfolio then serves as a demonstration of the graduate’s abilities to a prospective employer and can be added to a student’s resume as an Internet link.

		credits
Foundations		6
	EDUS 604 Adult Development
	EDUS 660 Research Methods in Education

Core courses		24
	ADLT 601 The Adult Learner
	ADLT 602 Adult Program Planning, Management and Evaluation
	ADLT 603 Learning Strategies for Adults
	ADLT 610 Consulting Skills in Adult Learning Environments
	ADLT 612 Learning in Groups and Teams
	ADLT 636 Capstone Seminar in Action Learning
	ADLT 650 Adult Literacy and Diversity
	SELD 688 Lifespan Issues for Adults with Learning and Behavioral Disabilities

Specialty tracks		9
	Students choose an elective concentration of nine credit hours in one of the three areas: adult literacy, human resource development, or teaching and learning with technology. These courses are designed to be taken after the student completes foundation and core courses, with the exception of ADLT 636, the capstone seminar.