Adult Learning and Leadership | Organization & Leadership

Back to Organization & Leadership

Adult Learning and Leadership

Department of Organization & Leadership

Visit Program Website


Program Description

The mission of the program is to empower graduates as facilitators of learning across the lifespan–in and outside of classrooms and virtual learning spaces. We emphasize leadership for reflective, proactive, and transformational learning. Our students help individual adults learn, and they help organizations, institutions, and communities learn from and with those adults.

Our program prepares leaders who help adults improve the way they live and work through more effective instrumental learning, but we do not stop there. A hallmark of our programs is the fostering of transformative learning. Through transformative learning:

  • Adults are helped to identify, probe, and change assumptions, values, and beliefs that shape how they think, act, and learn;
  • Adult educators are helped to transform organizations, institutions, learning communities, and other settings that influence learning and change.

Graduates from our programs lead, manage, design, deliver, or evaluate learning initiatives. They can be scholars, researchers, evaluators, executives, coaches, or learning and development professionals.

Our mission fits with the mission of the College, because we support learning across the lifespan with an eye to how adult learning shapes, and is shaped by, societal learning and change. We also seek understanding of cultural and other kinds of diversity in learning.

The intellectual framework of the program examines the relationship of adult learning to organizational, management, and leadership issues. The framework prepares individuals as leaders, managers, and facilitators of learning in relation to lifelong learning, continuing education, and learning from experience at work. The curriculum is designed around levels of learning, development, and change for individuals, groups, and organizations as a whole. Also, in focus are the ways in which individual learning can be supported, nurtured, shared, and utilized by larger social units in today’s knowledge society.

The Adult Learning and Leadership Program appeals to professionals who design, develop, and evaluate programs that meet the learning needs of adults in both face-to-face and online formats. They include facilitators, coaches, and educators of adults who learn in the following settings:

  • Organizations in the profit, not-for-profit, or public sectors;
  • Religious and community-based organizations;
  • Basic education classes (literacy, General Education Diploma);
  • Returning adult students with specialized needs in postsecondary education; and
  • Continuing professional education, including medical education and healthcare.

The 45-point M.A. program is most appropriate for educators who are involved in the design, management, and delivery of learning. The 60-point Master of Education (Ed.M.) and 90-point Doctor of Education (Ed.D.). options are appropriate for professionals who are involved in policy development, strategy, change management, and systems-level learning. The program prepares educators who work with the following groups:

  • Leaders who shape adult education policy and program development, as well as those who act as trainers and coaches to these leaders; and
  • Designers, planners, managers, and developers who are innovating with new delivery models.

Online M.A. in Adult Learning and Leadership

The Adult Learning and Leadership program has been approved by New York State to offer a fully online Master's degree. (As noted below, students can also take some face-to-face workshops and courses if they have access to the College campus.)

Our program is designed for those who design, implement, facilitate, or otherwise support learning and development for adults in many different settings—businesses, non-profits, public sector, healthcare, educational institutions, and community settings. We emphasize leadership for transformative learning and change in today’s rapidly-evolving digital world. The program will help participants to:

  • Use effective strategies for learning that take into account leadership, structural and cultural factors in the groups, communities, or organizations in which adults live or work
  • Design, deliver, and assess adult learning programs and interventions
  • Demonstrate understanding and use of technology for diverse adult learning needs

Students will earn 36 graduate credits and complete an integrative project. Core courses include:

  • ORLD 4050 Introduction to adult learning
  • ORLD 4051 How adults learn
  • ORLD 4053 Facilitating adult learning
  • Choice of: ORLD 4827, Fostering transformative learning, or ORLD 4828, Imagination, authenticity and individuation transformative learning
  • ORLD 5023 Leadership and self-development
  • ORLD 5063 Online teaching and learning
  • ORLD 6914 Learning communities (research projects)

Remaining elective credits can be taken fully online (or up to 14 credits on campus if preferred) from a variety of courses related, for example, to Leadership, Coaching and Facilitation, Management Skills, policy, or intelligent technology offered across the College.

For more information about the program - including start dates, and enrollment steps—see our website: https://www.tc.columbia.edu/organization-and-leadership/adult-learning-and-leadership/

Degrees

  • Master of Arts

    • Points/Credits: 45

      Entry Terms: Fall Only

      Degree Requirements

      The M.A., Ed.M., and Ed.D. programs in Adult Learning and Leadership are structured around a sequence of core courses, research requirements and electives.

      Each program has between two and three required foundations courses. In addition, students may choose courses to take in the areas of adult development, adult learning theory and applications, program development and evaluation, systems learning, leadership, strategy and management, human resource development, group dynamics, organizational behavior, technology, conflict resolution, and research. At least one course is to be taken (or in some cases, can be transferred from prior accredited graduate study) in each of these twelve areas, no matter what the degree level. Many of these courses are offered by the ADUL Program or the O &L Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      Foundations (6-9 credits, depending on degree program):

      • ORLD 4050 Introduction to adult and continuing ed (3)
      • ORLD 4053 Facilitating adult learning (3)
      • ORLD 5057 Adult learning & ed: Theory & practice (3)

      Adult Development (3-6 credits, depending on degree program):

      • ORLD 4051 How adults learn (3)
      • ORLD 5070 Leadership for adult development (3)
      • HUDK 4024 Developmental psychology: Adult learning and the lifespan (3)
      • HUDK 5023 Cognitive development (3)
      • HUDK 5027 Moral development (3)
      • HUDK 5028 Spiritual development across the lifespan (3)

      Adult Learning Theory and Applications (6-14 credits, depending on degree program):

      • ORLD 4060 Coaching from an adult learning perspective (3)
      • ORLD 4091 Somatics: Mind/body approach to leadership development (3)
      • ORLD 4815 Developing critical thinkers (1)
      • ORLD 4827 Fostering transformative learning (2-3)
      • ORLD 4828 Imagination, authenticity, and individuation in transformative learning (2-3)
      • ORLD 4844 Helping adults learn (1)
      • ORLD 4850 Discussion as a way of teaching (1)
      • ORLD 4855 Learning as a way of leading (1)
      • ORLD 5057 Adult learning and education: Theory and practice (3)
      • ORLD 5815 Critical theory and adult learning (1)

      Program Development and Evaluation (3 credits):

      • ORLD 5053 Developing and managing adult learning programs (3)
      • ORL 5522 Evaluation methods I (3)

      Systems Learning (3 credits):

      • ORLD 5823 Building 21st century organizational capability with cultural intelligence (CQ) (3)
      • ORLD 5550 Research on organizational learning (3)
      • ORLD 5061 The learning organization (3)
      • ORLJ 4800 Conflict and complexity: A dynamical system approach to addressing protracted conflict (3)

      Leadership (3 credits):

      • ORLD 5023 Leadership and self-development (3)
      • ORLD 5540 Social entrepreneurship & leadership (3)
      • ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness (3)
      • ORLJ 5005 Leadership and supervision (3)

      Strategy and Management (3 credits):

      • ORLD 4085 Management & leadership skills in practice (3)
      • ORLD 5054 Strategy development as a learning process in organizations (3)
      • ORLD 6054 Learning to think strategically (3)
      • ORLJ 4002 Functions of organizations (3)

      Human Resource Development (3 credits):

      • ORLD 5055 Staff development and training (3)
      • ORLD 5062 Human resource development in organizations (3)
      • ORLD 5073 Action learning design and coaching (3)
      • ORLD 5900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLD 6900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLJ 5003 Human resource management (3)

      Group Dynamics (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORL 5362 Group dynamics: A systems perspective (3)
      • ORLJ 5017 Small group intervention: Improving team performance (3)

      Organizational Behavior (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORLA 4010 Introduction to organizational analysis in education (3)
      • ORLJ 4005 Organizational psychology (3) (Note: This is a prerequisite for many ORLJ courses)
      • ORLJ 5045 Organizational dynamics and theory (3)

      Technology (3 credits):

      • ORLD 5050 Mobile learning design for professional growth (3)
      • ORLD 5060 Learning and technology in organizations (3)
      • MSTU 4039 Video games in education (3)
      • MSTU 4040 Mobile learning (3)
      • MSTU 4083 Instructional design of educational technology (3)
      • A&H 4089 Aesthetics of technology (3)

      Conflict Resolution (minimum of 3 points):

      • ORLJ 5148 Managing conflicts in organizations (3)
      • ORLJ 5340 Adaptive negotiation & conflict resolution (3)

      Research Requirements

      M.A. (minimum 3 points):

      • ORLD 5073 Action learning design and coaching (3)
      • ORLD 5550 Research on organizational learning (3)
      • ORL 5521 Introduction to research methods in education (3)
      • ORL 5522 Evaluations methods I (3)
      • ORLJ 4009 Understanding behavioral research (3)
      • HUDM 4120 Basic concepts in statistics (3)
      • BBSR 5582 Research design in movement science and education (3)

      Elective Courses

      Electives include, but may not be limited to, courses in conflict resolution, policy and evaluation, technology for learning, and management/information systems. These are tailored to the student’s career goals and can be taken in the Department or elsewhere in Teachers College or Columbia University. Electives can include transfer courses. Students are required to take a minimum of 6 points total at Teachers College outside of our immediate program area to satisfy the Teachers College breadth requirement.

      Final Project

      M.A. (Culminating Project)

      Required

      Guidelines for the M.A. Culminating Project are available in the Program of Study Advisement Guides (as PDF files) located on the Adult Learning and Leadership program website.

      Students should meet with their advisor the semester before they plan on graduating to review the guidelines.

      The M.A. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements, and electives. In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research. At least one course is to be taken in each of these twelve areas no matter what the degree level. Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      All required M.A. courses are listed in the general course information. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements.

      A culminating project is required. At the M.A. level, the culminating project is usually an application to real-world problems.

      Period of Candidacy (Master's Degrees)

      Candidates must be formally admitted to a degree program by the Office of Admission. The period of candidacy for the degrees of Master of Arts, Master of Science, and Master of Education is limited to five years. Every candidate for the Master of Arts, Master of Science, and Master of Education must complete at least 16 points through Teachers College during the final five-year period prior to the award of the degree so as to meet recency requirements. A candidate may petition the Registrar for an extension of time for adequate reasons if the student has been in attendance in the degree program within the last five years. In such cases, an extension must be recommended by the major advisor and approved by the Registrar. Upon approval, all current degree requirements including the departmental integrative project and at least 16 points to satisfy the recency requirement must be completed. Petitions for extension may be obtained through the Office of the Registrar. If a student has not been in attendance within the last five years and wishes to pursue the completion of the degree, the student must reapply for admission and be accepted into the degree program. Applications for re-admission may be obtained from the Office of Admission. Applications for re-admission follow the same processes and standards as those for initial admission. If a student is subsequently readmitted to a Master's degree program with a period of candidacy after the expiration of the initial five-year period of candidacy, all current degree requirements including the departmental integrative project and at least 16 points to meet recency requirements must be completed.

  • Master of Education

    • Points/Credits: 60

      Entry Terms: Fall Only

      Degree Requirements

      The M.A., Ed.M., and Ed.D. programs in Adult Learning and Leadership are structured around a sequence of core courses, research requirements and electives.

      Each program has between two and three required foundations courses. In addition, students may choose courses to take in the areas of adult development, adult learning theory and applications, program development and evaluation, systems learning, leadership, strategy and management, human resource development, group dynamics, organizational behavior, technology, conflict resolution, and research. At least one course is to be taken (or in some cases, can be transferred from prior accredited graduate study) in each of these twelve areas, no matter what the degree level. Many of these courses are offered by the ADUL Program or the O &L Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      Foundations (6-9 credits, depending on degree program):

      • ORLD 4050 Introduction to adult and continuing ed (3)
      • ORLD 4053 Facilitating adult learning (3)
      • ORLD 5057 Adult learning & ed: Theory & practice (3)

      Adult Development (3-6 credits, depending on degree program):

      • ORLD 4051 How adults learn (3)
      • ORLD 5070 Leadership for adult development (3)
      • HUDK 4024 Developmental psychology: Adult learning and the lifespan (3)
      • HUDK 5023 Cognitive development (3)
      • HUDK 5027 Moral development (3)
      • HUDK 5028 Spiritual development across the lifespan (3)

      Adult Learning Theory and Applications (6-14 credits, depending on degree program):

      • ORLD 4060 Coaching from an adult learning perspective (3)
      • ORLD 4091 Somatics: Mind/body approach to leadership development (3)
      • ORLD 4815 Developing critical thinkers (1)
      • ORLD 4827 Fostering transformative learning (2-3)
      • ORLD 4828 Imagination, authenticity, and individuation in transformative learning (2-3)
      • ORLD 4844 Helping adults learn (1)
      • ORLD 4850 Discussion as a way of teaching (1)
      • ORLD 4855 Learning as a way of leading (1)
      • ORLD 5057 Adult learning and education: Theory and practice (3)
      • ORLD 5815 Critical theory and adult learning (1)

      Program Development and Evaluation (3 credits):

      • ORLD 5053 Developing and managing adult learning programs (3)
      • ORL 5522 Evaluation methods I (3)

      Systems Learning (3 credits):

      • ORLD 5823 Building 21st century organizational capability with cultural intelligence (CQ) (3)
      • ORLD 5550 Research on organizational learning (3)
      • ORLD 5061 The learning organization (3)
      • ORLJ 4800 Conflict and complexity: A dynamical system approach to addressing protracted conflict (3)

      Leadership (3 credits):

      • ORLD 5023 Leadership and self-development (3)
      • ORLD 5540 Social entrepreneurship & leadership (3)
      • ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness (3)
      • ORLJ 5005 Leadership and supervision (3)

      Strategy and Management (3 credits):

      • ORLD 4085 Management & leadership skills in practice (3)
      • ORLD 5054 Strategy development as a learning process in organizations (3)
      • ORLD 6054 Learning to think strategically (3)
      • ORLJ 4002 Functions of organizations (3)

      Human Resource Development (3 credits):

      • ORLD 5055 Staff development and training (3)
      • ORLD 5062 Human resource development in organizations (3)
      • ORLD 5073 Action learning design and coaching (3)
      • ORLD 5900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLD 6900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLJ 5003 Human resource management (3)

      Group Dynamics (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORL 5362 Group dynamics: A systems perspective (3)
      • ORLJ 5017 Small group intervention: Improving team performance (3)

      Organizational Behavior (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORLA 4010 Introduction to organizational analysis in education (3)
      • ORLJ 4005 Organizational psychology (3) (Note: This is a prerequisite for many ORLJ courses)
      • ORLJ 5045 Organizational dynamics and theory (3)

      Technology (3 credits):

      • ORLD 5050 Mobile learning design for professional growth (3)
      • ORLD 5060 Learning and technology in organizations (3)
      • MSTU 4039 Video games in education (3)
      • MSTU 4040 Mobile learning (3)
      • MSTU 4083 Instructional design of educational technology (3)
      • A&H 4089 Aesthetics of technology (3)

      Conflict Resolution (minimum of 3 points):

      • ORLJ 5148 Managing conflicts in organizations (3)
      • ORLJ 5340 Adaptive negotiation & conflict resolution (3)

      Research Requirements

      Ed.M. (minimum 6 points):

      Ed.M. students must take two of the courses listed above, one of which must be a statistics course.

       

      Elective Courses

      Electives include, but may not be limited to, courses in conflict resolution, policy and evaluation, technology for learning, and management/information systems. These are tailored to the student’s career goals and can be taken in the Department or elsewhere in Teachers College or Columbia University. Electives can include transfer courses. Students are required to take a minimum of 6 points total at Teachers College outside of our immediate program area to satisfy the Teachers College breadth requirement.

      Final Project

      Ed.M. (Culminating Project)

      Required

      Research-based

      Guidelines for the Ed.M. Culminating Project are available in the Program of Study Advisement Guides (as PDF files) located on the Adult Learning and Leadership program website.

      Students should meet with their advisor the semester before they plan on graduating to review the guidelines.

      Master of Education

      The Ed.M. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements and electives. A culminating project is required at all times. In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research. At least one course is to be taken (or in some cases, transferred from prior accredited graduate study) in each of these twelve areas no matter what the degree level. Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      All Ed.M. courses are listed in the general course information. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements.

  • Doctor of Education

    • Points/Credits: 90

      Entry Terms: Odd Year Summer Only

      Degree Requirements

      AEGIS students must complete 39 graduate credits at an accredited institution taken prior to beginning of the AEGIS program; either transfer credits or TC credits. AEGIS students fulfill the remaining 51 course points at Teachers College in a structured program that provides required courses in three areas: theory, research, and the study of professional practice in various settings where adults learn. For the final phase of the program, students must pass a certification examination, write a qualifying paper, and complete a dissertation.

      First Year: (22 points)

      Summer (Two-week session)

      • ORLD 6800 Workshop in adult education: Life history (2)
      • ORLD 6902 Pro-seminar in adult education (3)
      • ORLD 6908 Adult development (3)

      Fall

      • ORLD 6800 Workshop in adult education: Literacy/ABE (1)
      • ORLD 6908 Adult education/learning: Theory and practice (3)
      • ORLD 6918 Introduction to research (3)

      Spring

      • ORLD 6800 Workshop in adult education: Strategic advocacy (1)
      • ORLD 6903 Qualitative research (3)
      • ORLD 6906 Program development (3)

      Second Year: (26 points)

      Summer (Two-week session)

      • ORLD 6908 Advanced seminar: Leadership in adult education (3)
      • ORLD 6918 Literature review (3)
      • ORLJ 5340 Basic practicum in conflict resolution (3)

      Fall

      • HUD 4120 Methods of empirical research (3)
      • ORLD 6914 Learning communities I (2)
      • ORLD 6918 Advanced research seminar (3)

      Spring

      • ORLD 6800 Workshop in adult education: Technology in organizations (1)
      • ORLD 6908 Workshop on workplace and organizational learning (3)
      • ORLD 6915 Learning communities II (virtual) (2)
      • ORLD 6918 Advanced research seminar (3)

      Third Year: (3 points)

      Summer (Two-week session)

      • ORLD 6800 Workshop in adult education: Capstone (1)
      • ORLD 6916 Learning communities III (2)

      AEGIS course offerings vary from cohort to cohort. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for current core sequence requirements.

    • Points/Credits: 90

      Entry Terms: Fall Only

      Degree Requirements

      The M.A., Ed.M., and Ed.D. programs in Adult Learning and Leadership are structured around a sequence of core courses, research requirements and electives.

      Each program has between two and three required foundations courses. In addition, students may choose courses to take in the areas of adult development, adult learning theory and applications, program development and evaluation, systems learning, leadership, strategy and management, human resource development, group dynamics, organizational behavior, technology, conflict resolution, and research. At least one course is to be taken (or in some cases, can be transferred from prior accredited graduate study) in each of these twelve areas, no matter what the degree level. Many of these courses are offered by the ADUL Program or the O &L Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      Foundations (6-9 credits, depending on degree program):

      • ORLD 4050 Introduction to adult and continuing ed (3)
      • ORLD 4053 Facilitating adult learning (3)
      • ORLD 5057 Adult learning & ed: Theory & practice (3)

      Adult Development (3-6 credits, depending on degree program):

      • ORLD 4051 How adults learn (3)
      • ORLD 5070 Leadership for adult development (3)
      • HUDK 4024 Developmental psychology: Adult learning and the lifespan (3)
      • HUDK 5023 Cognitive development (3)
      • HUDK 5027 Moral development (3)
      • HUDK 5028 Spiritual development across the lifespan (3)

      Adult Learning Theory and Applications (6-14 credits, depending on degree program):

      • ORLD 4060 Coaching from an adult learning perspective (3)
      • ORLD 4091 Somatics: Mind/body approach to leadership development (3)
      • ORLD 4815 Developing critical thinkers (1)
      • ORLD 4827 Fostering transformative learning (2-3)
      • ORLD 4828 Imagination, authenticity, and individuation in transformative learning (2-3)
      • ORLD 4844 Helping adults learn (1)
      • ORLD 4850 Discussion as a way of teaching (1)
      • ORLD 4855 Learning as a way of leading (1)
      • ORLD 5057 Adult learning and education: Theory and practice (3)
      • ORLD 5815 Critical theory and adult learning (1)

      Program Development and Evaluation (3 credits):

      • ORLD 5053 Developing and managing adult learning programs (3)
      • ORL 5522 Evaluation methods I (3)

      Systems Learning (3 credits):

      • ORLD 5823 Building 21st century organizational capability with cultural intelligence (CQ) (3)
      • ORLD 5550 Research on organizational learning (3)
      • ORLD 5061 The learning organization (3)
      • ORLJ 4800 Conflict and complexity: A dynamical system approach to addressing protracted conflict (3)

      Leadership (3 credits):

      • ORLD 5023 Leadership and self-development (3)
      • ORLD 5540 Social entrepreneurship & leadership (3)
      • ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness (3)
      • ORLJ 5005 Leadership and supervision (3)

      Strategy and Management (3 credits):

      • ORLD 4085 Management & leadership skills in practice (3)
      • ORLD 5054 Strategy development as a learning process in organizations (3)
      • ORLD 6054 Learning to think strategically (3)
      • ORLJ 4002 Functions of organizations (3)

      Human Resource Development (3 credits):

      • ORLD 5055 Staff development and training (3)
      • ORLD 5062 Human resource development in organizations (3)
      • ORLD 5073 Action learning design and coaching (3)
      • ORLD 5900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLD 6900 Research & independent study in adult lrng (depending on focus; check with advisor) (3)
      • ORLJ 5003 Human resource management (3)

      Group Dynamics (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORL 5362 Group dynamics: A systems perspective (3)
      • ORLJ 5017 Small group intervention: Improving team performance (3)

      Organizational Behavior (3 credits):

      • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
      • ORLA 4010 Introduction to organizational analysis in education (3)
      • ORLJ 4005 Organizational psychology (3) (Note: This is a prerequisite for many ORLJ courses)
      • ORLJ 5045 Organizational dynamics and theory (3)

      Technology (3 credits):

      • ORLD 5050 Mobile learning design for professional growth (3)
      • ORLD 5060 Learning and technology in organizations (3)
      • MSTU 4039 Video games in education (3)
      • MSTU 4040 Mobile learning (3)
      • MSTU 4083 Instructional design of educational technology (3)
      • A&H 4089 Aesthetics of technology (3)

      Conflict Resolution (minimum of 3 points):

      • ORLJ 5148 Managing conflicts in organizations (3)
      • ORLJ 5340 Adaptive negotiation & conflict resolution (3)

      Research Requirements

      Ed.D. (Minimum 18 points):

      At the Ed.D. level, coursework must include a research design course, a data collection course (either qualitative or quantitative), a data analysis course (either qualitative or quantitative), and a dissertation seminar. These courses include, but are not limited to, those listed below. Ed.D. Candidates must take ORLD 7500 (1 point) in the semester in which they defend their dissertation proposals. Ed.D. candidates must also enroll in ORLD 8900 (or a 3-point Teachers College course) during fall and spring semester, after passing the certification examination.

      • HUDM 4120 Basic concepts in statistics (3)
      • HUDM 4122 Probability and statistical inference (3)
      • ORLD 4800 Workshop: Critical literature reviews (2)
      • ORLD 5550 Research on organizational learning (3)
      • ORL 6500 Qualitative research methods in organizations: Design and data collection (3)
      • ORL 6501 Qualitative research methods in organizations: Data analysis and reporting (3)
      • ORLD 7500 Dissertation seminar in adult education (1)
      • ORLD 7500 Dissertation seminar in adult education (3)
      • ORLD 7900 Directed dissertation research (3)

      Elective Courses

      Electives include, but may not be limited to, courses in conflict resolution, policy and evaluation, technology for learning, and management/information systems. These are tailored to the student’s career goals and can be taken in the Department or elsewhere in Teachers College or Columbia University. Electives can include transfer courses. Students are required to take a minimum of 6 points total at Teachers College outside of our immediate program area to satisfy the Teachers College breadth requirement.

      Final Project

      Ed.D. (Dissertation)

      Required

      Research-focused

      Students should meet with their advisor the semester before they plan on graduating to review the guidelines.

      Students in the Ed.D. program are also required to pass a certification examination, write a qualifying paper, and successfully defend their dissertations.

      The Ed.D. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements and electives. A research-based dissertation is required. In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research. At least one course is to be taken (or in some cases, transferred from prior accredited graduate study) in each of these twelve areas no matter what the degree level. Doctoral students are also required to take 18-19 points in the research area. Six of these research points must be in statistics.

      Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University.

      All Ed.D. courses are listed in the general course information section. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements.

  • Advanced Certificate

    • Points/Credits: 10

      Entry Terms: Fall Only

      Degree Requirements

      The Advanced Certificate in Adult Learning and Leadership for Medical Educators is a 10-credit, New York State-approved certificate. The program is designed for allopathic physicians (MDs) and/or osteopathic physicians (DOs) who wish to elevate their instructional and leadership skills. The program concentrates on developing knowledge and skills in needs assessment, learning design and facilitation, educational research, and organizational change.

      The program is designed around a collaborative action research learning model that integrates conceptual knowledge grounded in the science of adult learning, coupled with real-world experience and practice. Students will learn research skills in coursework and will work in teams with other physicians to apply what they learn to current professional challenges of their choice. They will learn how to create and nurture communities of practice (professional learning communities) with colleagues and peers within and across disciplines and specialties.

      The targeted participants are physician faculty, primarily in academic medicine, as they are learning leaders for other physicians in training, residents, fellows and colleagues, as well as the teams with which they work.

      Physician participants will complete the 10 credits during one academic year (two courses in the Fall and two courses in the Spring semesters) in a hybrid format: four face-to-face meetings one Saturday a month in each semester, complemented by asynchronous web-based interaction before and after the face-to-face sessions.

      Each semester, one course will meet three hours in the morning, and the other course will meet three hours in the afternoon. Modules in the Fall include “ORLD 4053: Facilitating adult learning” and “ORLD 5023: Leadership and self-development.” Courses in the Spring include “ORLD 6914: Learning communities” and “ORLD 5073: Action learning design and coaching."

      https://www.tc.columbia.edu/advanced-certificate-in-medical-education/

    • Points/Credits: 12

      Entry Terms: Spring/Fall

      Degree Requirements

      The Adult Learning and Leadership program at Teachers College will launch a new 12 credit, non-degree, New York State approved Advanced Certificate designed for working professionals in human resources, non-profits, higher education, and other institutions seeking to make an impact on developing diverse talent. The program was created to address the human capital challenges of growing unemployment for underserved or socially excluded populations.

      Based on over 10-years of research-based experiences, the one-year hybrid cohort degree program will develop capabilities in strategic advocacy, negotiation, policy and practices, and technology-intensive learning oriented toward workforce innovation.

      Participants will create actionable knowledge and improve their capacity to rethink and enhance their workforce development initiatives.

      Program objectives will help graduates:

      • Design relevant workforce and education training strategies
      • Utilize digital technology and tools to improve assimilation of underserved and socially excluded adults
      • Develop better negotiation skills to improve the upward mobility of workers from diverse background
      • Create assessment programs to determine workplace success
      • Use innovative communications to improve support services
      • Evaluate public policy surrounding workforce development programs

      Four courses will be taken over two semesters—two courses in the Fall and two courses in the Spring. They will be taught in a hybrid format. Each course will meet in four face-to-face intensive sessions per semester as well as participate in asynchronous online coursework. These courses include:

      • ORLD 5054 Strategy development as a learning process in organizations
      • ORLJ 5340 Adaptive negotiation & conflict resolution
      • ORLD 5060 Learning and technology in organizations
      • EDP 4027 Education and social transformations; elites and inequalities in transitional economies

      Participants will apply what they learn throughout the year by participating in group-based projects centered on common interests. Participants will choose projects and form groups based on the challenges and opportunities they wish to address in their current work roles and settings. Through learning by doing—and discussion with others of what is found—participants will create actionable knowledge and build their capacity to improve workforce development operations. Participants will develop a portfolio of work that forms the basis for presentation of findings at conferences or through publications or other means of sharing new knowledge.

Faculty

  • Faculty

    • Ellie Drago-Severson Professor of Education
    • Terrence Earl Maltbia Associate Professor of Practice
    • Victoria J Marsick Professor of Education/Co-Director J.M. Huber Institute
    • Lyle Yorks Professor of Adult & Continuing Education
  • Visiting Faculty

    • Carmine Paul Gibaldi Adj/PTVisiting Prof/PTLecturer
    • Sandra Hayes Adj/PTVisiting Prof/PTLecturer
    • John Carrington Welch Adj/PTVisiting Prof/PTLecturer
  • Lecturers

    • Jeanne E Bitterman Senior Lecturer
    • Arthur Mark Langer Adjunct Full- Education and Psychology
  • Adjunct Faculty

    • Carmela Celeste Bennett Adjunct Assistant Professor
    • Constance A. Chartrand Adjunct Assistant Professor of Adult Learning and Leadership
    • Pierre Faller Assistant Adjunct Professor of Adult Learning & Leadership
    • Nancy Ann Goldman Adjunct Assistant Professor of Adult Learning and Leadership
    • Randee Lawrence Associate Adjunct Professor, Adult Learning and Leadership
    • Dorothy Marcic Adjunct Assistant Professor of Adult Learning and Leadership
    • Donna Murdoch Adjunct Assistant Professor of Adult Learning and Leadership
    • Judith K Parker Adjunct Assistant Professor of Adult Learning and Leadership
    • Leodis Scott AEGIS Online Assistant Adjunct
    • Carrie Lenora Shockley Adjunct Assistant Professor of Adult Learning and Leadership
    • Julia Ann Sloan Adjunct Assitant Professor of Adult Learning and Leadership
    • Zachary Johannes Van Rossum Adjunct Assistant, Adult Learning and Leadership Program
    • Edward George Verlander Adjunct Associate Professor of Adult Learning and Leadership
    • Marie Volpe Adjunct Assistant Professor of Adult Learning and Leadership
  • Instructors

    • Stephen D Brookfield
    • Rachel Danielle Fichter Fee Based Instructors
    • Edward J. Fleming
    • Judith Ann O'Neil

Courses

  • ORL 6500 - Qualitative research
    An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.
  • ORL 6501 - Qualitative research methods in organizations: Data analysis and reporting
    Prerequisite: ORL 6500 or equivalent qualitative design/data collection course. Strategies and procedures for qualitative data analysis, within and across case studies, individual and group interview analyses, data display, and methods of presenting and reporting findings.
  • ORLD 4050 - Introduction to adult and continuing education
    An introduction to the professional field of adult and continuing education: fields of practice (higher education, workplace, management training, social action, literacy and the like, and their evolution, and new challenges); schools of thought such as pragmatism, radicalism and humanism and their transformation and their relevance; clarification of concepts; and discussion of emerging issues and challenges.
  • ORLD 4051 - How adults learn
    Role and perspective changes in adulthood, concepts of maturity, learning theories, personality development, cognitive learning and thinking, creativity, interests and attitudes, motivation, self-concept, and achieving styles. Implications for the education of adults in a wide variety of workplace, community, and educational settings.
  • ORLD 4053 - Facilitating adult learning
    In-depth consideration of issues, strategies, and methods for facilitating adult learning. Theory is considered in relationship to practice. Methods are identified that are suited to adult learning in different settings, and to the role played by groups in individual to team learning. No prerequisites required, but learning is enhanced when taken following ORLD 4051.
  • ORLD 4085 - Management and Leadership Skills in Practice
    This course develops skills as a manager and leader using a cognitive-science based approach to skills development. Taking a hands-on, experiential approach, the purpose is to demystify the notion of management, provide students with feedback about their own management potential, and facilitate their personal and intellectual growth as a skilled leader.
  • ORLD 4091 - Somatics: A Mind/Body Approach to Leadership Development
    This course presents a somatic, or whole body, approach to professional and personal leadership development. Somatics is a methodology and change theory that views the individual as an integrated mind, body, and spirit and utilizes the whole body, not just the mind, as an essential place of intelligence, learning, and change. Working with our interdependent system of thoughts, emotions, and neuromuscular physiology, somatics give us “a way in” to quickly and directly develop deep insight into our embodied and largely unconscious patterns of thinking, feeling, and acting that result in our actions, conversations, decisions, relationships, and the leader we show ourselves to be. Utilizing somatic processes enables leaders to consciously and mindfully move from awareness to alternative actions, counterbalancing the natural tendency to choose habits that are familiar and comfortable but not always effective in our personal and professional leadership practices. Throughout this experiential course, students will participate in an interactive, creative learning experience designed to build whole-body awareness, reconnect with their leadership purpose, gain a repertoire of practices that can enhance their potential to develop a more powerful leadership presence, maintain balance in chaos and conflict, and build more effective relationships and teams in a diversity of contexts. Connections will be made to the ways somatics is supported by neuroscience, Western and Eastern philosophies, spirituality, psychology, adult learning, leadership, and organizational development theories. Students will be exposed to the way these practices are currently being utilized for leadership development and as a means of precipitating transformative change in individuals, corporations, and other organizations.
  • ORLD 4800 - Workshop in higher and adult education
    Special topics or events related to the administration of programs in adult education. Topics change each semester. Open to degree and non-degree students.
  • ORLD 4815 - Developing critical thinkers
    In this course, participants will explore the ways in which adults learn critical thinking and they will experience different techniques to teach critical thinking. Exercises to be reviewed will include: Scenario analysis, heroes and villains, crisis decision simulation and critical incidents. The course will mix presentations by the leader with small group exercises.
  • ORLD 4827 - Fostering transformative learning
    In this course, we will explore how adult learners transform their habits of mind through critical self-reflection and discourse. We will also examine the relationships between individuation, authenticity, and transformation. We will focus on practical and innovative strategies for fostering transformative learning in adult education settings. This is a distance learning course.
  • ORLD 4828 - Imagination, authenticity and individuation in transformative learning
    Participants in this course will engage in an in-depth exploration of transformative learning with an emphasis on the role of affect and imagination in the learning process. The rational, cognitive approach will be reviewed for those participants unfamiliar with the traditional theory. We will investigate how the journey of becoming authentic is a transformative process. Jung's concept of individuation - differentiating one's Self from the collective- will be used as yet another lens through which we can view transformation.
  • ORLD 4844 - Helping adults learn
    This workshop will explore answers to questions concerning facilitating adult learning. Presentations from the workshop leader will be interspersed with small group exercises focusing on different approaches to helping adults learn. Participants will be encouraged to explore their own experiences as learners and facilitators and to consider how these experiences might help them to reframe their practice.
  • ORLD 4850 - Discussion as a way of teaching
    Discussion is one of the most frequently used teaching methodologies in higher and adult education today. This 2-day workshop takes participants through a number of increasingly complex and varied discussion exercises with the intent of participants being able to use and adapt these in their own practice. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill's books Discussion as a Way of Teaching (2005) and The Discussion Book (2016).
  • ORLD 4855 - Learning as a Way of Leading
    This two-day workshop builds on practices of social justice leaders to argue that effective leadership involves constantly learning about the practice of leadership in different contexts, and learning how best to support the learning of colleagues, followers and subordinates. We explore the different learning tasks associated with transformational, organic, and social justice leadership such as practicing openness, supporting the growth of others, analyzing experience, learning to question, and fostering democracy. Over the two days participants are taken through a series of sequenced exercises to gain experience in practicing learning leadership tasks.
  • ORLD 4900 - Research and independent study in adult education
    Permission of instructor required.
  • ORLD 5023 - Leadership and self-development: A biographical approach
    This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students' narrative allows participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.
  • ORLD 5050 - Mobile Learning Design for Professional Growth
    This course provides students with comprehensive practical strategies to leverage mobile first learning designs, organizational leadership, and professional development utilizing mobile devices. The course provides an adult learning overview on mobile devices, helps you connect and apply your adult learning subject area of interest, and pursue mobile learning activity designs, delivery, assessments, monitoring, and evaluation.
  • ORLD 5053 - Developing and managing adult learning programs
    Organization studied in relation to community structure and social forces. Topics covered include: Finance and facilities, personnel, program, and community relations. Major emphasis on case analysis.
  • ORLD 5054 - Strategy development as a learning process in organizations
    This course provides a comprehensive view of organizational strategy from a learning perspective. Students examine various models for facilitating the development of strategic initiatives through learning interventions.
  • ORLD 5055 - Staff development and training
    Introductory course covering the organization, management, and instructional process involved in staff training and development programs in business, industry, unions, healthcare institutions, government, and other noncollegiate settings. Current developments, innovative practices, and issues.
  • ORLD 5057 - Adult learning and education: Theory and practice
    Prerequisite: ORLD 4050, ORLD 4051, or ORLD 4053. Advanced seminar in theory development through a synthesis of the writings of selected philosophers, social scientists, and educators. History and transformation of adult education philosophy and theory; cultural, social and political contexts of theory-building; critical analysis of the main schools of thought; discussion of new challenges to adult learning and education theory (social learning, organizational learning).
  • ORLD 5060 - Learning and Technology in Organizations
    This course is designed to help students understand and cope with the many issues involved in developing organizational learning programs and integrating an important component: technology. The course aims at providing a combination of research case studies together with the existing theories on organizational learning in the workplace. This course responds to the existing theories on organizational learning in the workplace, as well as the complex and various dilemmas faced by human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management. The objectives of this course are presented in four integrated competency units: first, the ways in which IT has revolutionized learning in organizations; second, the alternative ways technology can be used to support distance learning; third, technology as it supports knowledge management; and, fourth, how technology changes organizational functioning and management.
  • ORLD 5061 - The Learning Organization
    This course describes theory and practice in creating learning organizations. In-depth attention is given to action science as a framework for organizational learning and consulting. Readings and case studies provide insight into learning at individual, group, and organizational levels. Consulting, coaching, formal and informal learning are emphasized.
  • ORLD 5062 - Human resource development in organizations
    A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychology students), or instructor permission.
  • ORLD 5063 - Online Teaching and Learning: Applying Adult Learning Principles
    In this course we will explore online teaching and learning within adult education, higher education, community colleges, and organizations (corporate, non-profit); new theories, research, and applications that inform best practices in online learning; and “participative culture” vis-à-vis communities of learning, the history and evolution of online learning, and planning and designing an online course.
  • ORLD 5070 - Leadership for Adult Development
    Supporting adult development enhances adults’ internal capacities, which in turn enables them to manage better the complexities of leading, teaching, learning and living. This course seeks to help leaders—of all kinds—support adult growth within organizations. To support adult growth, leaders need to implement practices in service to adults’ professional and personal development. This is especially important given the complexities of the adaptive challenges we face in the course of leading, learning and working today. In this course we will explore an expanded notion of leadership that includes adult development. We will study research on adult developmental theories and their connections to practices that facilitate adults’ transformational learning (i.e. learning that helps adults develop greater cognitive and affective capacities to better manage the complexities of leadership, work and life). We will consider questions such as: How can we create organizations and systems that support adults’ transformational learning? What practices support adult development? What developmental principles inform these practices? How can we support leadership development in the workplace? What supports and conditions are necessary and needed?
  • ORLD 5073 - Action Learning Design and Coaching
    Professor Marsick and Dr. O'Neil. What is action learning? Organizations increasingly build learning directly into work—as a part of the way that people get and use new ideas, solve problems and meet difficult challenges. Action learning is a popular strategy for leadership development that does just that. In this approach, people learn as they work together in small groups to ask questions about their challenges, try out new solutions, and rethink results in light of the data they collect. Sometimes this results in organizational learning and change. This course is an experiential learning laboratory that will help participants begin to develop a framework and skills for designing and coaching action learning programs.
  • ORLD 5550 - Research on organizational learning
    Students will read and discuss theory and research on organizational learning for knowledge/expertise creation and sharing; and review, design, or conduct research in schools, businesses, or not-for-profit organizations.
  • ORLD 5815 - Critical theory and adult learning
    In this workshop, participants examine major figures in the critical theory tradition. The implications of the ideas of notable individuals such as Marcuse, Fromm and Foucault are considered as they relate to adult learning and the practice of adult education.
  • ORLD 5821 - Leveraging emotional intelligence (EQ) to enhance organizational effectiveness
    Leveraging Emotional Intelligence (EQ) to Enhance Organizational Effectiveness will explore research, best practices, and future directions. Students will learn to select among popular EQ assessment and measurement tools, distinguish between cognitive learning and emotional learning strategies, effectively position the business case for EQ, and evaluate the effectiveness of EQ learning strategies. Participants will receive personal profiles based on three popular EQ assessments and applied insights to leadership development strategies including executive coaching.
  • ORLD 5822 - Building productive relationship with social intelligence (SQ)
    The Workplace Learning Institute. Building Productive Relationships with Social Intelligence (SQ) describes the components of the emerging emotional economy and why its important to organizational performance, expand EQ capability by amplifying social intelligent components, examine the social neuroscience behind the dynamics of productive relationships, combine non-verbal agility to expand empathic accuracy for improved communication, and develop foundational human interaction skills to enhance relationships. Participants will examine the results of 2 assessments: (1) NBI (Thinking Style) and (2) Team Roles Inventory with a focus on devising small group and team development interventions.
  • ORLD 5823 - Building 21st century organizational capability with cultural intelligence
    The Workplace Learning Institute. Building 21st Century Organizational Capability with Cultural Intelligence (CQ) students will learn a strategic learning and leadership framework used to guide cultural diversity interventions in organizations, examine the theoretical and philosophical foundations associated with evidence-based cultural diversity strategies, explore a set of core practices informed by important leadership questions, experiment with sample tools designed to launch strategic cultural diversity processes, apply strategic diversity learning and change process to personal project to integrate key learning. Participants will examine how three assessments (i.e., Culture in the Workplace Questionnaire, CQ Assessment, and Bennett's Intercultural Development Inventory) can be used to inform the design and implementation of various learning strategies focused on building a leveraging diversity capacity in the workplace.
  • ORLD 5900 - Research and indepedent study in adult education
    Permission required. Conduct research studies (not a part of a doctoral dissertation) under guidance. Focus on a particular institution or type of institution, e.g., college of liberal arts, professional school, community college.
  • ORLD 6054 - Learning to Think Strategically
    This highly interactive seminar offers an opportunity for participants to challenge conventional approaches to strategy by focusing on how successful strategists learn to think strategically — the learning aspect of strategic thinking will be emphasized. As organizational leaders, the seminar participants will be encouraged to critically assess their own and their organizations’ strategy development habits. Accordingly, participants will be working with their own current strategy cases in order to expand the breadth and depth of their strategic thinking baseline. This seminar provides a thorough grounding in the foundation and underlying concepts of strategic thinking. Based on a critical reflective process-oriented design, this course content explores the genesis of strategic thinking, its value to an organization, and includes extensive practice and intensive reflection as learning methods.
  • ORLD 6900 - Research and independent study in adult education
    Permission of instructor required.
  • ORLD 7500 - Dissertation seminar in adult education
    Permission required. Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.
  • ORLD 7900 - Directed Dissertation Research
    Permission required. All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
  • ORLD 8900 - Dissertation Advisement in Adult Education
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Back to skip to quick links