Partnerships
Learn more about Yorkville University’s partnerships and how they can save you money and help you graduate faster.
Advance your career with flexible study
The Master of Education in Adult Education professionally transforms you to become a recognized expert in adult learning.
Designed for working professionals involved in adult education, including post-secondary education administration, the online program bridges the gap between theory and practice by encouraging students to reflect critically on their own experiences.
Students may complete their degree through one of two pathways. The course-based pathway is perfect for those wishing to focus on course learning outcomes and who do not intend to pursue a career in research or a terminal degree. The research-based pathway is perfect for students interested in independent research as well as those hoping to pursue doctoral studies.
Delivery
Fully Online
Start Dates
January, May, September
Duration
As few as 2 years*
*With full course load, year-round study and/or approved transfer credits. Each applicant is encouraged to contact an Admissions Advisor to determine the potential duration of their degree program according to their unique circumstances. For comprehensive, up-to-date information, please view the Academic Calendar.
Yorkville University offers a Master of Education in Adult Education that is designated in New Brunswick and delivered online
The Master of Education in Adult Education was user-friendly, the instructors had high expectations which I value, and they were there to help you succeed.
Barb Colliar-Brown
Master of Education in Adult Education ‘17 Yorkville University
Student Stories
Program Features
Program Design
Our programs offer students choice of pathway to attaining a Master of Education degree.
The course-based pathway is perfect for students wishing to focus on course learning outcomes and who do not intend to pursue a career in research or a terminal degree in education. The research-based pathway is perfect for students interested in independent research as well as those hoping to pursue doctoral studies.
Flexible schedule
Balance work, home and study demands with a flexible, online course schedule and study at your own place.
Choose to take courses as your busy life permits and study during the day, evenings or on the weekends.
Accelerated program
Earn your degree in as few as 2 years with a full course load, year-round study or approved transfer credits.
Receive recognition at work and graduate faster compared to traditional on-campus programs.
Praxis Focus
Our programs engage dialogic inquiry to foster the development of critically conscious practitioners and socially equitable learning communities.
YORKVILLE UNIVERSITY ADVANTAGE
Yorkville University programs are aimed at helping you achieve your personal and professional goals. Online or in class, across Canada, Yorkville University’s degrees are flexible, fast paced and above all, lead to transformation through education.
Career Outcomes
Graduates of the Master of Education in Adult Education program apply their new skills and knowledge to help adults achieve their lifelong learning goals and transform their lives.
A variety of exciting and fulfilling outcomes are available to graduates of this program, in settings such as:
- Universities
- Colleges
- Polytechnic institutions
- Armed forces
- Health sciences
- Training departments
- Social Work
- Emergency response
- Organizational development
- Human resources
Rima Al Tawil
eL2D2 – eLearning and Leadership
Partner, Design and Development
Karen Stevenson
Toronto Film School Online
Associate Director of Instructional Design
Mary Beswick
University of North Carolina
Talent Acquisition Partner
Barb Colliar-Brown
Portage College
Instructor
Meet the Dean
Professor Goddard is the Interim Dean of the Faculty of Education at Yorkville University. He has extensive expertise in university administration and governance, including Vice Provost (International) at the University of Calgary and Dean of Education at UPEI. He served on the Board of Directors of both the Federation for the Humanities and Social Sciences and the Canadian Society for the Study of Education, and was president of the Canadian Association for the Study of Educational Administration.
J. Tim Goddard, M.S.M., Ph.D.
Interim Dean
Meet Our Faculty
-
Sepideh Mahani, Ph.D.
Associate Dean (Education) & Chair of Education Leadership
-
Wendy Kraglund-Gauthier, Ph.D.
Associate Dean (Research) & Chair of Adult Education
-
Jeeyeon Ryu, Ph.D.
Interim Associate Dean (General Education)
-
Adwoa Onuora, Ph.D.
Faculty Member
-
Angel Davila, Ph.D.
Faculty Member
-
Barbara Elliott, Ph.D
Faculty Member
-
Bernard Potvin, Ph.D.
Faculty Member
-
Deb Clendinneng, Ph.D.
Faculty Member
-
Debbie McCleary, Ph.D.
Faculty Member
-
Diane Burt, Ed.D.
Faculty Member
-
Doris MacKinnon, Ph.D.
Faculty Member
-
Gabrielle Hughes, Ph.D.
Faculty Member
Course Descriptions
The rigorous curriculum of the Master of Education in Adult Education includes the following courses:
-
EDAE 6303 Contexts of Adult Learning
Contexts of Adult Learning introduces students to the contexts of adult education and investigates what it means to be learning in a number of different contexts. The situational aspect of learning will be central to the enquiry and students will take a close look at formal and informal learning, networked learning, experience and game-based learning, community-based learning, learning in communities of practice, and learning in communities of interests. These learning contexts will lead students not only to social movement theory, with a particular focus on the local community, the workplace, the home, the voluntary sector, but also to theories of self-direction and connectivism as might be most obvious in relatively new online learning spaces. Students will explore how the learning and knowledge-generating capacities of such spaces will affect their success.
(3 credits) (required)
-
EDAE 6323 Foundations of Adult Education
Foundations of Adult Education presents an overview of the major societal purposes of adult education by exploring and examining the conceptual, historical, and philosophical foundations that inform current practices in the field. Students are encouraged to examine the relationship between theory and practice, and to identify their own ideas and practices in relation to these theories and practices.
(3 credits) (required)
-
EDAE 6343 Program Development and Planning
Program Development and Planning provides a theoretical and conceptual foundation in contemporary approaches to program development and planning for adult learners. Students apply newly‐acquired knowledge and skills in designing a program. Topics include: designing and developing programs; assessing needs; setting learning objectives and outcomes; designing instructional plans; and developing evaluation strategies.
(3 credits) (elective)
-
EDAE 6363 Diversity in Adult Education
Diversity in Adult Education addresses how adult education programs understand and respond to different cultural contexts. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Indigenous Knowledge; Inclusiveness and Universal Design for Learning; and Globalization and Adult Learning.
(3 credits) (required)
-
EDAE 6373 Learning and Teaching Online
Learning and Teaching Online explores the theory underlying the development and application of new interactive educational technologies, how they might fit with instructional design, learning and assessment strategies, and infrastructures. The course provides hands-on experience with a range of learning technologies and enables students to explore the processes of designing, implementing, and critiquing technology-based learning. The course will introduce students to current debates around the concept of openness. By the end of the course, students will have developed the ability to act as creative and critical professionals within the broad field of technology-based learning, teaching, and training.
(3 credits) (elective)
-
EDAE 6383 Transformative Learning in Adult Education
Transformative Learning in Adult Education involves an examination of transformative learning. This course will help students to understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The course will cover five broad areas: history; theory; research; practice; and future perspectives of transformative learning.
(3 credits) (elective)
-
EDAE 6513 Becoming a Critically Reflective Educator
This course involves the examination of a variety of teaching and facilitating approaches that enhance the adult learning experience in individual or group settings. Topics include: teaching styles; creating motivating learning environments; ethical concerns in teaching adults; guidelines for selecting teaching methods; the use of technologies for teaching; and the assessment of teaching performance.
(3 credits) (elective)
-
EDAE 6523 Adult Education for Sustainability and Global Citizenship
Adult Education for Sustainable Development and Global Citizenship is designed to provide students with the knowledge and skills to integrate with depth and creativity the principles of sustainability and global consciousness into classrooms, colleges, community contexts. Students will explore sustainable development and global citizenship to understand their alignment with adult education theory and practice, in particular affective and dialogic learning, inclusivity, and systemic thinking.
(3 credits) (elective)
-
EDAE 6533 Coaching and Mentoring in Adult Education
Coaching and Mentoring in Adult Education will introduce students to coaching and mentoring strategies that they can utilise in their workplaces. Students will learn about the underlying theory as well as explore current models. They will also be encouraged to reflect on what coaching and mentoring strategies may work best for them and their organisation. This course will aid students in helping others toward continuous professional development.
(3 credits) (elective)
-
EDUC 6003 Indigenous Perspectives in Canadian Education
Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research.
(3 credits) (elective)
-
EDUC 6013 Research in Education
Research in Education familiarizes students with methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Research methods, information gathering strategies, and analysis procedures are examined. Students will begin to think about possible topics for their capstone projects.
(3 credits) (core)
-
EDUC 6023 Proposal Writing in Education
Proposal Writing in Education provides students with an opportunity to conceptualize research, and to develop program or project proposals. Emphasis is placed on the development of practical skills, particularly in articulating a research question, reviewing current knowledge in the field, constructing a research design, and establishing the significance of anticipated findings. By the end of the course, each student will have a completed proposal to guide the Major Academic Report or Action Research Project activities.
(3 credits) (core prerequisite for capstone) (prerequisite EDUC 6013 Research and Education)
-
EDUC 6033 Action Research
Action Research provides students with an in-depth study of the action-oriented ways teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflexive practice.
(3 credits) (elective)
-
EDUC 6043 Learning and Organizations
Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.
(3 credits) ( elective)
-
EDUC 6063 Assessment and Evaluation in Education
Assessment and Evaluation in Education allows students to explore various diagnostic, formative, and summative methods from both theoretical and practical perspectives. Students will learn how to develop and use assessment to promote student learning within a positive knowledge-curation culture (i.e., classroom, department, working unit, etc.). A focus on how to build efficacious and self-regulated learners through pedagogical assessment strategies that utilize accurate and ethical interpretation will be a focus. Students will also explore and differentiate between assessment and evaluation principles for both individual and program performance. A final culminating learning experience will be to reflect upon an assessment and evaluation architecture that aligns to an area of professional interest.
(3 credits) (elective)
-
EDUC 6083 Self-Directed Inquiry
Self-Directed Inquiry is designed to be the culmination of the Master of Education journey for students in the course-based pathway. It requires students to explore a specific area of research interest relevant to their field and to the designation that they are seeking. With the support of teaching faculty and each other, students will engage in discussions and assignments that support self-directed professional inquiry and their own professional learning. As such, students will focus equally on the demonstration of two competencies: conceptualizing, designing, and presenting a research inquiry that evidences criticality and creativity, individualized expression, and capacity to inform praxis; and the ability to communicate effectively at a level commensurate with graduate education.
-
EDUC 6093 Advanced Research Methods in Education
Advanced Research Methods in Education encourages students to explore the broad and deep possibilities for inquiry within critical, community-based, arts-integrated, qualitative, and quantitative research. Connecting rigour to researcher consciousness through reflexive inquiry, students will begin to think about situating themselves theoretically (ontologically, epistemologically, and methodologically) in the context of potential research topics of interest. Engaging with scholarly discourse and critical dialogue, students will extend their capacities from evaluating published research to preparing to conceptualize, conduct, and analyze their own research.
-
EDUC 6123 Reflexive Inquiry
Reflexive Inquiry provides students with grounding in critical reflexive practices that are integral to ongoing self- directed professional development. Honouring foundational principles of leadership and learning, this course centres on the intersection and dynamic relationship between theory and practice.
(3 credits) (core)
-
EDAE 6303 Contexts of Adult Learning
Contexts of Learning introduces students to the contexts of adult education and investigates what it means to be learning in a number of different contexts. The situational aspect of learning will be central to the enquiry and students will take a close look at formal, informal and open learning, networked learning, experiential, simulation, and place-based learning, community-based learning, learning in communities of practice and learning in communities of interests. These learning contexts will lead students not only to social learning theory, with a particular focus on the local community, the workplace, the home, the voluntary sector, but also to theories of self-direction and connectivism as might be most obvious in relatively new online learning spaces. Students will explore how the learning and knowledge-generating capacities of such spaces will affect their success.
(3 credits) (required)
-
EDUC 7000 Graduate Research Thesis
Guided by a thesis supervisor and supported by a committee of two additional faculty members, each student enrolled in the research-based pathway will undertake an original scholarly contribution based on research conducted while in program. The thesis must demonstrate that the student is acquainted with the published literature in the subject of the thesis, that appropriate research methodology has been used, and that appropriate levels of critical analysis have been applied. The thesis will be subject to external evaluation. Please view this important thesis information.
-
EDUC 7016 Major Academic Report
The Major Academic Report fulfills the graduation requirement for independent scholarly work. Students discuss and critique research relevant to an area of professional interest, as well as explore related possibilities for practice. The topic must be approved by the Office of the Dean of Education and the paper will be completed under the supervision of a qualified faculty member. After the topic is approved, and a proposal is developed with supervisory support, the proposal is submitted to the Capstone Coordinator and approvals to proceed must be received before the student begins inquiry activities. Both the proposal and final paper ought to include a description of the inquiry, the context or setting of the research, a theoretical framework (this includes methodology, theoretical perspectives relevant to research interest, methods, and researcher’s role), and a discussion of ethics. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the major academic report are available from the Office of the Dean of Education.
(6 credits) (independent study) (elective required alternative) (pre‐requisite: eligible students are those who have completed their coursework, are in good academic standing, and are in good standing with the University Bursar.
-
EDUC 7026 Action Research Project
The Action Research Project provides students with an opportunity to design and develop a project that is theoretically grounded and practically focused. The project fulfills the graduation requirement for independent scholarly work. The student conducts an action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting. A written proposal is to be submitted to the Office of the Dean of Education before students begin their inquiry activities. This proposal must clearly state the research question, describe the setting, introduce major theoretical areas to be considered, outline the planned activities, address ethical due diligence, and detail plans to share findings. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the action research project are available from the Office of the Dean of Education.
(6 credits) (independent study) (elective required alternative) (pre‐requisite: eligible students are those who have completed their coursework, are in good academic standing, and are in good standing with the University Bursar.
Learning Outcomes
The Master of Education in Adult Education provides opportunities for students to reflect on their personal work, and for a community of learners to develop within each cohort. The sequence of the program allows students to integrate their current knowledge with the new knowledge introduced to them. Students who successfully complete the Master of Education program in Adult Education demonstrate the following competencies
-
Knowledge
Learning out comes and criteria in this competency domain foster the development of theoretically grounded and practical understandings of adult education through engagement with specific subject matter and its application to both well-defined and indeterminate problem situations. Graduates are prepared to:
- Explore historical and emerging trends in adult education
- Develop broad and deep understanding of knowledge development through critical reflection and inquiry
- Conduct analysis of information efficacy
- Foster critical and inclusive learning environments
-
Applied Educational Research
Learning out comes and criteria in this competency domain foster an understanding of the manner in which knowledge is continuously created through systematic research and inquiry.
Graduates areprepared to:- Consider how educational research is conducted
- Understand how research outcomes are used to revise existing knowledge
- Navigate the symbiotic relationship of theory and practice.
-
Communication
Learning outcomes and criteria in this competency domain reflect abilities to listen attentively and speak/write articulately about complex concepts.
Graduates are prepared to:- Present problems as opportunities for growth in both formal and informal professional contexts
- Clearly express ideas in both written and verbal form;
- Adhere to scholarly standards, including appropriate recognition of source material from other authors through use of a standardized formatting system (APA).
-
Reflexive Capacity and Continuing Professional Development
Learning outcomes and criteria in this competency domain reflect abilities to develop reflexive capacity through examining literature and their professional contexts to develop proficiency and agency in their continued professional development.
Graduates are prepared to:- Bridge theory and practice by developing plans and translating them into action in professional practice
- Work collaboratively with others to create clear, compelling, shared, and supported visions
- Reflect on personal actions and practices; and
- Identify, foster, and model continuing professional development.
Admission Requirements
Yorkville University’s Master of Education program is 100 percent online.
The Master of Education online degree is administratively offered by our Fredericton campus.
Applicants to the Master of Education program are required to provide the following:
- Official undergraduate transcript and proof of obtainment of a bachelor’s degree*
- Resume and statement of interest
- Detailed course descriptions if applying for transfer credits
- Two letters of reference from professional or academic sources
- Completed online application
- Application fee of $75 (CAD)
*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.
In addition, applicants are required to have:
- A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 on the final 60 undergraduate credits taken. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.
- Two or more years of relevant employment in education or an education-related field. In some cases, relevant volunteering work in community-based activities may be considered. Preference will be given to applicants with an undergraduate degree in education or a field related to their field of study.
Applicants who do not meet the standard admissions requirements may be considered for admission under the Faculty of Education’s Flexible Admissions Policy. Yorkville University reserves the right to refuse admission or ask admitted students to withdraw from the program in special circumstances.
For full details of admissions requirements, please contact an Admissions Advisor.
To fill out the details of your reference for admission to our Master of Education in Adult Education degree, click here.
English Language Requirements
English is the primary language of instruction at Yorkville University.
Applicants whose native language is not English and who have obtained a bachelor’s degree in a language of instruction other than English must prove proficiency in one of the following ways:
- Proof of obtaining a bachelor’s or first professional degree where English is the language of instruction.
- Confirmation of a Canadian Academic English Language – Computer edition (CAEL-CE) score of at least 70.
- Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version).
- Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8.
- Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.
- Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.
- Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).
- Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.
- Confirmation of a Duolingo minimum score of 115.
- Confirmation of Pearson Test of English (PTE) Academic score of 65
Canadian applicants who completed their qualifying bachelor’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.
The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program.
Have any questions? Please contact an Admissions Advisor.
Tuition & Fees
The academic year of the Master of Education program is comprised of three academic terms of 15 weeks in length each, beginning in September, January and May. Historically, Yorkville University has offered a 36-credit, capstone-based degree. As of Fall 2022, we offer a 30-credit degree with two new pathways: course-based, and thesis-based. Total program tuition may vary based on actual credit transfers and course equivalencies.
Cost per credit hour: $820
*Tuition and fees subject to change.
Tuition Fees
Arrangements for payment of tuition must be made at least two weeks prior to the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. Please contact our Bursar’s Office for more details at 1-888-886-1882.
Other Fees
Please note that costs do not include other fees such as textbooks, expendable supplies, equipment and resource fees. All fees and charges are quoted in Canadian dollars (CAD). Yorkville University also accepts equivalent payment in other currencies.
For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office. Tuition rates are confirmed three months prior to the start of each term. Changes to tuition rates will be announced at least three months prior to the start of the term to which they apply. Current tuition rates are available on the Yorkville University website or from the Bursar’s Office at 1-888-886-1882.