Training & Development
The Master of Education (M.Ed.) in Training and Development is a fully online graduate program designed for working professionals who want to design, implement, and evaluate learning and performance solutions in organizational settings. Grounded in a reflective practice approach, the program provides opportunities for students to integrate their professional experiences with knowledge and skills in human resource development, adult learning, and organizational performance improvement.
Through applied coursework and project-based learning, students develop the ability to assess organizational learning needs, design effective training and development programs, and evaluate learning and performance outcomes. Graduates are prepared for roles in instructional design, talent development, workforce learning, training management, and program evaluation across corporate, nonprofit, government, and educational environments.聽Courses in the program are aligned with the Association for Talent Development (ATD) Talent Development Capability Model, ensuring that graduates build competencies that reflect current industry standards and professional practice.
Our program emphasizes:
- Instructional Design and Learning Experience Design
- Human Resource Development
- Adult Learning Theories and Practice
- Needs Assessment and Consulting
- Evaluation and Assessment of Learning
- Reflective Practice
- Team-Based Learning and Collaboration
- Durable (Professional) Skills
More Information
Admission Requirements
Applicants for the M.Ed. degree in Training and Development must complete an application through the Graduate School, submit a personal statement, post-secondary transcripts, resume/CV, and three letters of recommendation. GRE scores are not required. Please see the Training and Development Program website for complete details.
Applicant Information
- Delivery Method:聽On-Campus, Online, Hybrid
- Entrance Exam: None
- Interview Required: None
Faculty
Full Professors
- Duane Akroyd
- Chad David Hoggan, Program Coordinator, Adult & Lifelong Education
Associate Professor
- Susan J. Barcinas
Assistant Professor
- Maja Stojanovic
Teaching Assistant Professor
- Pooneh Lari, Program Coordinator, Training & Development MEd
Adjunct Faculty
- Donna Petherbridge, Vice Provost, Digital Education and Learning Technology Applications (DELTA)
- Ryan Rucker
- Rebecca Sanchez, QEP Director
- Holly Sullenger
- Jessica White
Emeritus Faculty
- Jayne Fleener
Courses
Introduces master's students studying adult learning and higher education to two major research paradigms in education, quantitative and qualitative research, and to the research literature of disciplines related to the education of adults. Students will learn how to distinguish between research and non-research materials, and how to evaluate quantitative and qualitative research studies on the basis of their research merit.
Prerequisite: Master's students in ACCE
Typically offered in Fall, Spring, and Summer
An inquiry into the characteristics and background, learning processes, motivation and participation of adult learners in a variety of educational contexts. Emphasis on adult learning theories, models, principles and their application to educational design and delivery.
Typically offered in Fall, Spring, and Summer
Introduces students to assessment and evaluation principles and practices from a range of perspectives. Covers uses and limitations of a broad range of assessment and evaluation approaches in adult education settings, with particular focus on college and university teaching.
Typically offered in Spring and Summer
Introduction to instructional design models including needs assessment, systematic training design and development techniques and proactive strategies for evaluating training programs. Instructional design issues of work-based training, learner characteristics and effects of technology on instructional design, implementation and evaluation processes. Graduate standing or PBS status required.
Typically offered in Fall, Spring, and Summer
In-depth analysis of instructional systems design (ISD) theory and practice using professional competency models. Organizational training requirements, development of performance objectives and measures, design of instructional materials, and address of evaluation issues in training programs in business and industry. Research and development of instructional design projects relating to ISD process and model. Graduate standing or PBS status required.
Typically offered in Fall and Spring
Overview of occupational education practice in business and industrial settings. Presentation of roles common to training and development specialists, including managerial concerns related to organization, operation and financial training and development programs.
Typically offered in Fall and Spring
Current needs assessment and task analysis methods and techniques used in business and industrial settings. Development of comprehensive needs assessment plans for diagnosing and documenting human performance deficiencies/improvement opportunities through training programs in business settings. Graduate standing or PBS status required.
Typically offered in Fall and Spring
Appropriate technologies for design and delivery of effective training programs. Performance-based training models for distance and individualized learning through audio, video, computer-based, and multimedia technologies. Planning decisions for selecting/developing appropriate technologies to support specific training outcomes, adult learner characteristics, and organizational training resources. Graduate standing or PBS status required.
Typically offered in Fall and Spring
A project or problem in research in education for graduate students, supervised by members of graduate faculty. Choice of research on basis of individual students' interests and not to be part of thesis or dissertation research.
Prerequisite: 贰础颁听732
Typically offered in Fall, Spring, and Summer
Organization Change in Human Resource Development provides an introduction to the theory and practice of change within the context of adult education programs, other organizations, communities and societies. Graduate standing or PBS status required.
Typically offered in Fall and Spring