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Prepare to train and educate adults when you earn your master’s degree in Learning Design & Training. Through our online degree program, you’ll learn to build educational programs and engage adult learners using a variety of delivery formats.
Students in the Learning Design and Training Program work in many fields, including:
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 Learning Design & Training program gives you the skills to teach in a variety of adult learning environments within a culturally diverse global context.
If you're not ready to pursue a master's degree, CSU offers two 12-credit Graduate Certificates that provide focused, practical knowledge in key areas of education.
These certificates offer a flexible, lower-commitment option compared to a full graduate degree. Additionally, coursework from either certificate may be applied toward the Learning Design & Training master’s degree upon admission to 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 designs 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 design 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.
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 design learning and training 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.
The Master of Education degree is housed in the School of Education at Colorado State University. Faculty in the Learning Design 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.
Learning Design and Training relates to the practice of creating instructional materials and teaching adults in workplace, community, and higher education spaces. Those who work in these areas are referred to by many titles including instructional designers, adult educators, instructors, workplace trainers, learning and development specialists, and program planners, to name a few.
Yes, because adults typically learn differently and for different reasons in comparison to children. Because of this, those who teach adults can benefit from studying adult learning theory, methods, and instructional design.
Earning a master’s degree in Learning Design and Training (or a similar program) is an excellent way to learn the skills needed to succeed in this field. This program is most valuable when combined with actual teaching and/or training experience, either through a current job, internship, or volunteer position. But, even those without practical experience will gain valuable and immediately applicable skills as a result of this degree.
Careers 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 teaching processes and methods, adult learning and development theory, and instructional design. Students are also able to focus on an additional area(s) of interest through their 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.
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 admitted to 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 being admitted. 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 can apply with any undergraduate GPA. If you are admitted and had an undergraduate GPA of less than 3.0 you will need to earn at least a 3.0 in your first semester in the program.
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 program. This is an important piece used by the faculty to determine admission recommendations.
Yes, there are two 12-credit graduate certificate options offered with the Learning Design and Training program. These are designed for practitioners in any related area of education or training.
Yes, occasionally courses will be offered on-campus. For additional details, please reach out to a faculty member.
Absolutely. Our 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) 491-3172.
Students enter the Learning Design & Training program with a tremendous amount of experience. By learning with peers in different professions and with different experience levels, you gain a broad perspective on techniques 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. In addition, you can expect the following during your time as a CSU learning design and training student:
What do students have to say about our Learning Design & 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 program allowed her to persevere and complete her degree in the midst of a trying pregnancy.
"My life has dramatically changed since I entered and graduated from the 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 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 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.”
"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."
"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."
"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."
"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 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."
"When researching programs, CSU 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."
We encourage you to contact one of the 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 a 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 NowMeeting 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.
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