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AET faculty describe the distinct ways this online master's in adult education and training sets you up to be a successful student, and in turn, a successful adult educator.
Prepare to train and educate adults when you earn your master’s degree in Adult Education. Through our online degree program, you’ll learn to build educational programs and engage adult learners using a variety of delivery formats.
When completed, you’ll be prepared to work in the following fields:
Through project-based assignments you'll receive real-world knowledge you can apply on the job. You will learn to think more strategically about:
Participate with classmates from a wide variety of fields and backgrounds. Offered through the School of Education in the College of Health and Human Sciences, the online master's in adult education program gives you the skills to teach in a variety of adult learning environments within a culturally diverse global context.
If you’re not quite ready to pursue a master's degree, CSU also offers a 12-credit Facilitating Adult Learning Graduate Certificate. This certificate provides learners with a foundation in adult learning theory, adult teaching methods, and instructional design, but does not require the commitment of a full graduate degree. Graduate certificate coursework may also be applied toward earning the AET master's degree upon admission into the program.
Find out how CSU’s research is making an impact by tuning into the Health and Human Science Matters Podcast, a collection of lively, engaging conversations with members of the college community.
Take your career to the next level while you gain the confidence to succeed in the ever-changing world of education. This program is primarily designed to serve subject matter experts in any field that facilitates adult learning activities, preparing you to take on planning and instructional responsibilities in areas such as:
This program is designed for working professionals wishing to facilitate adult learning activities, including:
You are encouraged to take electives in your area of expertise and matched to your career goals. Suggested courses include:
Read all of the course descriptions.
A.E.T. students interested in Organizational Learning, Performance, and Change (O.L.P.C.) may choose to take electives (up to 9 credits), from the O.L.P.C. program. The value of A.E.T. with an emphasis in O.L.P.C. may benefit students that are engaged in a variety of contexts that are associated with organizational change, organizational learning, or human resource development. The Student Affairs in Higher Education and Counseling and Career Development (on campus only) programs in the School of Education also offer courses that may be of significant interest for a student's professional context. Students may also focus on research or content outside of the School of Education. Students will work with their advisor to plan a sequence of elective courses that best fit their interests and career track.
This introductory course covers the philosophical foundations, a description of program service areas, adult participation trends, and current issues. The goal for this course is the ability to articulate the foundations and the current situation of adult education as a field of study and practice.
This course serves as an introduction to graduate level learning and the Adult Education and Training M.Ed. specialization. During this course students will be introduced to concepts and resources that will help them to succeed during their tenure in the AET program. They will also begin work on capstone portfolio projects, which they will continue to develop throughout the program.
Through this summer faculty-led program, students examine historical, social, political, and cultural differences that shape spiritual practices in Thailand. Students will expand their knowledge of spirituality and adult education abroad and within their local community. Prior to departure, online coursework will provide students with an introduction to adult learning concepts related to spirituality in Thailand. Coursework will be enhanced through guest lectures, hands-on learning experiences, and opportunities to participate in conversations and spiritual practices while on-site in Thailand. Educational visits include, but are not limited to, traditional markets, Buddhist temples, Doi Suthep mountain, a local Islamic mosque and school, and an elephant rescue sanctuary. This course is open to current students, faculty, staff, and alumni.
The focus of this course is two-fold, with the first emphasis on the technologies available for distance delivery. The second and primary emphasis is directed toward methods for generating and maintaining communication, designing and developing materials, and incorporating interactive and collaborative learning activities.
This course introduces participants to the history, philosophies, structures, and approaches to workforce education, on national, regional, and local levels. The purpose of this course is to introduce or reintroduce the learner to the history, philosophical underpinnings, and organization of the workforce education system with a primary focus on the United States’ structure. Because this is a nearly boundless topic the course uses a seminar method whereby the learners choose, research, and present on the areas of interest to them. At the end of the course the participants will be able to identify and discuss the history, philosophy, and reasons for some of the key ideas within the workforce education field including but not limited to:
This course introduces you to the processes and methods used by adult learning facilitators. Whether you are an adult educator, community educator, community college instructor, or trainer, you'll learn the strategies and competencies needed to deliver a training or education program.
This course investigates the theory, research, and practice of adult teaching and learning concepts. Its goal is to help you acquire the ability to relate the models and theories of adult teaching and learning to your professional and personal lives.
Program Development focuses on the macro level of managing learning organizations and their corresponding training programs, curriculum, or conferences/symposiums. Topics investigated include: Partnerships, stakeholders, marketing, budgets, course sequencing, instructor support, and program level evaluation and sustainability.
In this course, you will design and develop a learning event of your choice. We work through a systematic design model from inception to completion including determining the need, conducting an audience analysis, selecting or creating instructional materials, developing assessments and determining evaluation methods.
This course examines theories and techniques associated with the acquisition of knowledge, evaluation of educational programs, and methods of return on investment (ROI) commonly used. It includes an overview of various models for assessing individual learners, and evaluating courses and programs in education, industry, and adult training environments is the focus. Hands-on use of assessment tools and the development of evaluation and ROI plans complement course materials and provide you an opportunity to immediately apply your newly-learned knowledge and skills.
This course is held for one week each summer at the CSU Mountain Campus (with some work to be done online before/after the course). During this seminar students discuss and experience the tenets of experiential learning. They will plan and participate in various experiential learning activities, practice processing the learning experience with adult learners, and explore strategies to help the learner transfer experiences in the learning environment into real world applications.
This course synthesizes major aspects of the adult education and training master's program into one culminating learning project. The learning project enables you to demonstrate your mastery of select skills, knowledge bases, and adult education values.
The goal of this course is for you to acquire the ability to review, develop, and produce research. This is accomplished through the facilitation of learning activities in the areas of the development of an area of focus, problem and research statements, reviewing the literature, designing a research method (qualitative and quantitative), analyzing results, and writing about your findings.
Working within educational and social institutions in the United States requires a deep understanding of issues of diversity and equity. This course engages students in developing their own personal understandings of multiculturalism in their lives and professions, in critically examining how institutions and societies end up providing differing opportunities and experiences to different groups of people, and examining our roles in supporting or altering these systems and structures. The course draws upon disciplines of anthropology, sociology, psychology, and other positions and practices offered by intercultural, multicultural, and social justice researchers to examine core concepts such as culture, social identity, empathy, diversity, equality, equity, culturally inclusive curriculum, privilege, power, multiculturalism, oppression, social justice education, cultural competence, transformational education, critical pedagogy, and the interrelationship of race, class, sexual orientation, national origin, language, and (dis)ability. The institution we examine specifically is education but your expertise and knowledge of other institutional inequities will add to the complex dimensions of this work.
The Master of Education degree is housed in the School of Education at Colorado State University. Faculty in the Adult Education and Training specialization are practitioners of adult education and experts in the fields of adult learning, teaching, instructional design, assessment, evaluation, and learning transfer.
Associate Professor
Adult Teaching and Learning Theory, Online Learning, Transformational Learning
Leann M.R. Kaiser holds a Ph.D. in adult and post-secondary education from the University of Wyoming, a M.S. from Arizona State University, and a B.S. from the University of Wyoming. Leann's research interests encompass adult teaching and learning theory, transformational learning, and distance student educational experiences. Leann has taught in the fields of adult education and outdoor education at the post-secondary level since 2001. Her other professional experience includes work in natural resource education programming and public land management.
Assistant Professor
Adult Education and Training, Workforce Development
Tobin Lopes holds a Ph.D. in workforce education and development from Pennsylvania State University, a M.Ed. in adult education and training from Colorado State University, and a B.A. in mathematics from Claremont McKenna College. He has been practicing and studying in the field of workforce education and development since 1995. In addition to his work with CSU, Tobin most recently developed the curriculum for an executive-level hybrid graduate program for the University of Colorado, Denver and was a workforce policy analyst for the City and County of Denver. His research interests include evaluation and assessment, hybrid learning and teaching methods for adults, career development, and quantitative research methods.
Associate Professor
Adult Education, Technology Enhanced Teaching and Learning, Distance Education, Learning Communities
Kelly McKenna holds a Ph.D. in educational technology from the University of Northern Colorado and a M.Ed. in education and human resources studies with a specialization in adult education and training from Colorado State University. Kelly’s research interests lie in the field of adult education, with research objectives aimed to support adult learners in their educational and occupational endeavors by creating optimal learning environments and facilitating successful student experiences. Her areas of focus include distance education, the use of technology to enhance teaching and learning, and learning communities.
Associate Professor
Adult Education, Nonformal and Community-based Education, Globalization and Social Justice
Jill Zarestky holds a Ph.D. in educational human resource development with a specialization in adult education from Texas A&M University, a master’s degree in computational and applied mathematics from the University of Texas, Austin, and a bachelor’s degree in mathematics from the University of Tennessee, Knoxville. Her research interests include non-formal and community-based adult education, art-based learning, and issues of feminism, globalization, and social justice. As a former mathematics faculty member, she also continues interdisciplinary collaborations in STEM education in both university and community college settings.
Adult education is a field focused on helping adults learn. Because adults typically learn differently and for different reasons, in comparison to children, adult educators can benefit from studying adult learning theory, methods, and instructional design.
Earning a master’s degree in Adult Education and Training (or a similar program) is an excellent way to learn the skills needed to succeed as an adult educator. This program is most valuable when combined with actual teaching and/or training experience, either through a current job, internship, or volunteer position. But, those wishing to become adult educators can also benefit from this degree.
Careers in adult education include: adult basic education professionals, corporate/workplace training specialists, English as a Second Language (ESL) instructors, instructional designers, health education specialists, outdoor education specialists, and other fields focused on adult learning.
No. Tuition for CSU’s online programs is the same for both in-state and out-of-state students.
Aside from tuition, the only additional fee is a $32 per semester technology fee. The cost of books must also be covered by the student.
Students must complete 30 total credits to earn this degree, including 21 required credits and 9 elective credits. At least 24 credits must be earned from Colorado State University. Students may choose to take one or two courses per semester and courses are offered during the fall, spring, and summer terms.
The curriculum is focused on three main areas: adult education teaching processes and methods, adult education learning and development theory, and instructional design. Students are also able to focus on an additional area(s) of interest through three elective courses.
Yes, the curriculum is designed to support a wide variety of adult education contexts. Students all learn the underlying processes, theories, and design related to adult learning. Then, through projects and assignments, students are able to take that foundational information and apply it to their specific contexts and areas of interest within adult education.
All courses are held asynchronously at a distance. While students are expected to be active and engaged throughout each week of class, there is no set time they need to be available to attend class. Participation occurs on the student’s schedule.
On average, as with any graduate level course, learners should expect to work 9-12 hours per week, per 3 credit class. This includes time for reading, discussion participation, assignments, and any other course related activities. Fall and spring semesters are 16 weeks in length. Summer courses may be shorter in length and the time commitment per week will be higher. The majority of students work full or part time and engage in other life commitments while taking either one or two courses per semester.
Yes. To be eligible for financial aid, students must be enrolled in the program and taking at least 5 credits per semester. Contact the CSU Financial Aid Office for more details.
Yes. The department allows students to take up to three courses (9 credits) in the program before officially enrolling. As long as you are accepted into the program, all 9 credits will transfer in.
The CSU admissions department typically requires all official transcripts directly from every institution you have attended, even if you transferred those credits in the past.
Yes, you are welcome to apply. Applicants should speak with an AET faculty member to discuss options to be considered for admission (aet@colostate.edu or (970) 491-6499).
The Statement of Purpose serves as an academic writing sample for the faculty to determine your readiness for graduate level writing, learn more about you, and ascertain how your goals align with the AET program. This is an important piece used by the faculty to determine admission recommendations.
Yes, there is a 12-credit graduate certificate offered through the Adult Education and Training program. It is designed for practitioners in any related area of education or training.
Yes, some AET courses are also offered on-campus. For additional details, please visit the School of Education website or reach out to an AET faculty member.
Absolutely. The AET faculty are happy to share information about the program and answer questions you may have. You may contact them at aet@colostate.edu or (970) 491-6499
Students enter the adult education and training (A.E.T.) program with a tremendous amount of personal and life experience. By learning with peers in different professions and with different experience levels, you gain a broad perspective on techniques, tools of the trade, and best practices.
As part of creating an engaged learning community, the faculty go above and beyond to create a personal touch within the online learning environment. They enjoy taking the time to get to know you, explore your professional background, and identify your educational goals. In addition, you can expect the following during your time as a CSU adult education and training student:
"The communication with my professors was great...they were definitely there for me and wanted me to be successful. I could email them, and they would always write back within a very short amount of time...they were very, very present."
– Amanda C.
"For me, the program changed me fundamentally as an educator. So, it isn't so much that you are applying the learning, it is that the learning changes you."
– Kyle G.
"I am not sure exactly how the "magic" happens, but I really value and am thriving on the quality of engagement and discourse and our collective willingness to have our thinking pushed."
– Luanne T.
"Dr. Gupta has been a stellar model for how to facilitate during a time when cognitive loads are increased. Same with Dr. Kaiser, who is my facilitator for 698 this semester. I'm so grateful that much of my learning in this class (and in the entire AET program) is the result of exceptional facilitators who put theory to practice and model many of the transfer techniques we have learned about. This has inspired me intellectually, emotionally/spiritually, AND experientially."
–Kristen G.
"When researching programs, CSU/AET had the curriculum and approach I was looking for, but it also has something else... that feeling of a tight-knit team. I’m not exactly sure how I picked up on that, but I noticed something. And after watching the introduction videos as part of the Advising Portal, I can definitely feel it. I’m happy to be part of the community."
–Jason F.
What do students have to say about our adult education and training program? Get a glimpse of their experiences, hear what they think about CSU's faculty and curriculum, and discover how online education is impacting people just like you.
Watch Emily's account of how the online A.E.T. program allowed her to persevere and complete her degree in the midst of a trying pregnancy.
"My life has dramatically changed since I entered the AET program and graduated from the AET program. It gave me confidence, it gave me knowledge, skills, abilities that I never even knew existed."
“It’s not an overstatement to say that my experience in the AET program transformed me both professionally and personally. As a result of my experience, I’m much more confident about the decisions I make as an adult educator, while also feeling energized, empowered, and self-confident.”
“The AET program has provided me with numerous tools to add to my toolkit as an individual and as a basketball coach. My outlook on coaching has changed tremendously for the better due to this program, and it will definitely have a positive impact on the student athletes that I work with.”
“In order to act as a bridge between industry and the university for adult learning, I needed to understand how adults learn, how to create a robust learning experience, and how to move through a progression to create a program. I would have not been able to do it without this program."
"I would strongly encourage anyone considering CSU to take the leap! The flexibility that professors offer to support students in adapting assignments to real work projects creates rich opportunities for meaningful change. I encourage students to reach out to professors, who are great partners in helping to imagine how coursework might align with real work projects for greater impact.”
“The people I met in the program are my best memory. Even in a 100% online program with students across the world, I never felt isolated in the pursuit of this knowledge. My biggest takeaway from the program was confidence. I gained a new confidence in my work and my passion for adult education through the exploration of theory and practices supported by the discussions with our faculty and peers.”
As a student in CSU’s online adult education and training master’s program, you receive the same education, learn from the same faculty, and earn the same regionally accredited degree as students on campus. Additionally, you can expect:
For the second year in a row, CSU's AET program was ranked as the top online adult ed. program by Intelligent
We encourage you to contact one of the AET program faculty to discuss your educational goals and ensure the program is a fit for you. If you have questions, the faculty are happy to get to know you, explore your professional background, and identify your educational goals. This also allows advisors to give you the most up-to-date program information. Apply now or contact an AET faculty member to find out if this specialization is right for you.
| Fall semester | July 1 |
| Spring semester | October 31 |
Start your application online and upload materials directly into the online system. You can save your progress and return any time.
Apply NowApplicants whose GPA is below 3.00 are still encouraged to apply. You may be required to demonstrate your potential for academic success by providing additional evidence. Please contact an AET faculty member to discuss your options.
Meeting the minimum requirements does not ensure admission to the degree specialization. Admission is based on a number of factors, including prior academic and professional experience, your personal statement, and fit with the program.
Prepare the materials below and upload when you apply online.
Complete the online graduate application and pay the nonrefundable application processing fee (payable online). As soon as you have completed the required information, please submit your application. Your application will not be reviewed until it is complete and all required materials have been received.
CSU's Graduate School offers several application fee waiver opportunities. Visit their website to determine if you are eligible for a waiver.
Request one official transcript of all collegiate work completed from all institutions attended. Transcripts from Colorado State University are not required. Transcripts must be received directly from the originating institution to be considered official.
Please Note: Students may be unconditionally admitted and registered in their first semester of courses with an unofficial transcript. Official transcripts must be submitted, prior to or during your first semester, before you can register for your second semester of graduate work. Failure to meet this condition will result in your dismissal from the Graduate School.
Electronic (preferred): Digital Transcripts must be submitted by the originating institution using a secure service such as parchment, eScrip-Safe, the National Student Clearinghouse, or e-Quals. Transcripts received via emails are considered unofficial. Use institution code 4075 for Colorado State University or gradadmissions@colostate.edu if the secure service requires an email address.
Mail (if necessary) Graduate Admissions Colorado State University – Office of Admissions 1062 Campus Delivery Fort Collins, CO 80523-1062
View your application status at any time to ensure your application checklist is complete or to check on updates. Should you complete your application by these dates we will review them for the requested admission term. After these dates reviews cannot be guaranteed. Should you have questions, contact Dr. Tobin Lopes (tobin.lopes@colostate.edu) for more information.
Selection Timeline Applications are reviewed monthly on a rolling basis. Faculty review of applications takes approximately 4-6 weeks.
Proof of English language proficiency is required for applicants from countries or United States territories where there are official languages other than (or in addition to) English. This includes the U.S. territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico.
Learn more about English language proficiency requirements.
Completion of INTO courses does not guarantee admission to the Adult Education and Training specialization. The faculty will make a recommendation for admission upon review of a completed application. If the faculty decide to recommend an applicant for admission, the following requirements must be met:
We love learning about your goals and answering any questions you have.
