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College of Education

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Graduate Certificates

A graduate certificate is a perfect way to add a new or deeper level of expertise to your credentials or prepare for an alternate career. Because courses are 8 weeks long, most certificates can be completed in 12-18 months.

Note that federal regulations require graduate students to be seeking a degree to qualify for federal financial aid loans. Additionally, applicants must hold a bachelor’s degree from an accredited institution to apply for a graduate certificate.

Leadership Dynamics

15 Credits (Available Online and in Olathe, KS)

This graduate certificate is designed for working professionals who aspire to be leaders or have found themselves in a leadership position and want to be more effective leading and interacting with people. By focusing on the human aspects of leadership that MBA programs seldom have time to cover (like emotional intelligence, conflict management, and staff management) students are better prepared to motivate, engage, build, and lead effective teams.

Curriculum:

EDACE 832 Interpersonal and Intrapersonal Dynamics (3 credits)

This course examines various psychological and sociological factors that impact leadership. Through examining topics like motivation, communication and presentations styles, cognitive processing, learning styles and conflict management, students gain a deeper understanding of how these factors affect their personal leadership style and impact the adults they are leading.

EDACE 835 Developing Teams and Leaders (3 credits)

This course focuses on leadership theories and adult education theories. It will show how these theories and ideas can serve as practical tools to analyze and manage teams and leader development. Students will critically analyze their own leadership styles and skills, research leadership and ethical behavior.

EDACE 836 Group Dynamics of Adult Learners (3 credits)

The course focuses on group behavior and group processes in organizations. Ways individual and leader characteristics impact group processes will be addressed. In addition, behavior and productivity will be examined. Finally, the structure, management, and facilitation of groups to achieve organizational objectives, accomplish group tasks, and fulfill individual members’ needs will be addressed.

EDACE 837 Quality Programs and Staff Management (3 credits)

This course focuses on leadership management skills critical to building and maintaining quality programs and organizations. Students will identify their leadership and management skills and strengths, investigate effective coaching and mentoring models, and learn how to solve problems, delegate responsibility, and manage change. Conflict management, dealing with problem employees, and basic legal issues will be addressed.

EDACE 839 Experiential Learning and Leadership Dynamics (3 credits)
or course equivalent approved by program coordinators.

This course will be experientially based. Students will apply the theories and principles learned throughout the leadership dynamics program to a professional problem/setting. Students will present their experiences to a panel of academic and professional practitioners. (Pre-requisites: EDACE 832, 835, 836, & 837.)

The first four courses may be completed in any order. EDACE 839 Experiential Learning and Leadership Dynamics must be the last course in sequence. Courses are offered on a rotation basis.


Adult Learning

15 Credits (Available Online)

This graduate certificate program is perfect for working professionals who would like to expand their skills in the areas of instructional methods, curriculum design, program evaluation, and adult learning theories and principles.

Curriculum:

EDACE 765 Adult Learners and Integrating Technology into Curriculum (3 credits)

This course includes an in-depth study of methods for integrating innovative technologies into the curriculum for adult learners. Adult learning theories and integration models will be examined. Students will evaluate the technologies for relevance and effectiveness in teaching and learning for a diverse adult population. They will leave this course with the understanding that an effective technology integration model should be both flexible and adaptable. The model should accommodate the rapidly changing demands of the job market, yet maintain the logic to offer adult learners authentic learning experience.

EDACE 785 Designing Classroom Instruction and Curriculum for Adult Learners (3 credits)

This course focuses on the systematic approach to instructional design for adult learners. Components discussed include: a) identifying and writing instructional goals and objectives; b) identifying skills and knowledge to be included in instruction; c) analyzing learners and the context of the instruction; d) writing learning objectives and outcomes; e) designing instructional strategies; f) developing instructional materials including any adding blended learning techniques; g) designing and conducting formative evaluation of instruction, creating rubrics and assessments for learning outcomes; and h) designing and conducting summative evaluations. Transfer of learning and assessment concepts are the major focus of this course.

EDACE 790 Characteristics of Adult Learners (3 credits)

This course examines the psychological, physical, intellectual, and other characteristics affecting adults and their ability to learn. Adult development and learning theories, motivation, barriers to participation, and the implications for the education of adults in a variety of learning situations are discussed. Multiple opportunities for critique and analysis of class concepts are included as well as an emphasis on the practical implications of coursework.

EDACE 847 Adult Learning and Motivation (3 credits)

This course presents an overview of significant learning and motivational theories and the educational implications for adult educators. As these theories are based on assumptions about the nature of knowledge, current assumptions are examined. As student populations have grown more diverse, educators have devised methods for more culturally responsive teaching. How diversity impacts motivation and strategies for successful motivation is explored. Emphasis is placed on how these ideas can be used in a practical way to enhance the learning and motivation of the adult learner.

EDACE 875 Program Evaluation (3 credits)

This course examines the foundational elements and key ideas associated with the process and practice of program evaluation. Various approaches to program evaluation, program evaluation models, data collection and analysis practices are discussed. Participants are given opportunities to review and critique current literature concerning program evaluation and to develop a basic individualized framework for program evaluation. Multiple opportunities for discussion and analysis of class concepts and the implications for the improvement of instruction and educational practice are included in this course.


Social Justice Education

15 Credits (Available Online)

The Social Justice Education graduate certificate focuses on the principles of social justice education that promote equitable, sustainable, and transformative change in various formal and non-formal educational settings. It provides an opportunity to engage in thoughtful, rigorous and sustained inquiry into social justice education and the complex relationships between educational, cultural, economic, political and social structures and educational policies and practices. Learn more about this graduate certificate here.


Teaching English as a Second Language for Adult Learners

18 Credits (Available Online)

This graduate certificate program is designed to meet the needs of teachers of English as a Second Language to the adult population. There are many adults for whom English is not their primary language. This program emphasizes instructional methods and principles of adult learning for the culturally and linguistically diverse (CLD) adult learner.

Curriculum:

EDACE 790 Characteristics of the Adult Learner (3 credit hours)

This course examines the psychological physical, intellectual, and other characteristics effecting adults and their ability to learn. Adult development and learning theories, motivation, barriers to participation and the implications for the education of adults in a variety of learning situations will be discussed.

EDACE 820 Principles of Teaching Adults (3 credit hours)

This course reviews the basics of teaching adults. Participants explore a variety of methods and techniques for teaching adults and examine the strengths, weaknesses, and appropriate applications of these methods and techniques to different adult education environments. Although theory is presented, the emphasis is on learning and sharing approaches to use in practice.

EDCI 720 ESL/Dual Language Methods (3 credit hours)

This course explores contemporary approaches, methods, and strategies for the appropriate instruction of second language learners. In addition, a foundational perspective on ESL/Dual Language approaches is discussed, including the communicative, cognitive, and grammatical approaches.

EDCI 742 ESL/Dual Language Assessment (3 credit hours)

This class provides an in-depth examination of key issues/challenges in the appropriate language assessment of culturally and linguistically diverse students. Among focal topics in theory, research and practice discussed will be: pre-and post-instructional assessment, authentic and alternative assessment, language testing, and placement and programming in accommodative classrooms.

EDCI 731 ESL/Dual Language Linguistics (3 credit hours)

This course explores the theoretical underpinnings of language acquisition and linguistics that educators need to understand in order to better plan appropriately adapted curriculum and instruction for second language learners. The course encompasses problematic aspects of English language learning, the ways in which languages may differ, and certain universal aspects of languages.

EDACE 822 International Adult Education and Literacy (3 credit hours)

(Prerequisite: EDACE 820) This course will provide an introduction to the foundations of global, political, social-economic and educational issues facing international adult education and literacy students. Participants will examine the values, customs, mores, and communication styles of students from diverse cultures who speak English as a second language. The goal of this course is to broaden student perspectives on adult education and literacy instructional practices, and lifelong learning.


Application and Admission Requirements

Applications to the Graduate Certificates programs are accepted year round and students may start courses any time during the year.

  • Complete the online Graduate School Application indicating the field of study will be chosen graduate certificate program.
  • Submit an official transcripts documenting completion of a bachelor degree from a regionally accredited institution or international equivalent.
  • Submit a one to two page statement of objectives explaining how this graduate certificate will support career goals or profession.
  • Applicants who are also English second language learners must also submit documents meeting the Graduate School English Proficiency Requirements with the application materials. (An applicant who has received a degree in the last two years from a United States college or university is exempt from this requirement.
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FAST FACTS


Options:

Leadership Dynamics
Adult Learning
Social Justice Education
TESL for Adults

Credit Hours:

15-18

Course Delivery:

Online
Olathe, KS

Course Length:

8 weeks

Tuition Information:

See the Cashiers and Student Accounts website for tuition and fee schedules.

Department:

Educational Leadership


alearnlead@k-state.edu
913-307-7415