Workplace Learning and Instruction Advanced certificate

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Successful businesses thrive on employees who are both motivated and skilled. Improve business performance by learning to leverage the human capital of an organization.

Senior leaders in the most successful businesses agree that leveraging the human capital of an organization is vital to survival in today’s competitive business climate. This requires businesses to align employee development plans with strategy and provide targeted learning experiences to ensure they equip their workforce to perform at the peak of their capability, attract the best candidates, and retain the most qualified employees. 

The advanced certificate in workplace learning and instruction provides professionals with the competencies required to develop highly effective learning materials that drive strategic employee development, boost performance, and manage the employee development efforts of an organization.

What is a graduate certificate?

A graduate certificate, also called an advanced certificate, is a selection of up to five graduate level courses in a particular area of study. It can serve as a stand-alone credential that provides expertise is a specific topic that enhances your professional knowledge base, or it can serve as the entry point to a master's degree. Some students complete an advanced certificate and apply those credit hours later toward a master's degree.

This program is offered exclusively online. View Online Details.

Curriculum for Workplace Learning and Instruction Adv. Cert.

Workplace Learning and Instruction, advanced certificate, typical course sequence

Course Sem. Cr. Hrs.
First Year
Theories of Learning
This course examines the physiological, psychological, and socio/cultural factors related to learning and development of humans throughout the life cycle, as appropriate for the organization's needs. Selected theories of learning and development are critically analyzed and applied to teaching contexts. Students are expected to critically examine their own assumptions and beliefs about learning, and development and develop an appropriate approach to the task of designing learning based on the organization's workforce and needs. Attention is given to stages of cognitive growth, the development of learning goals, learning environments, and to a variety of theories of learning. Learning styles are discussed as a sub component of learning theories. Lecture 3 (Spring).
Instructional Design
The process of instructional design is both an art and science. The framework of this course is to teach the students how to design instruction regardless of content area to allow learners to successfully achieve stated outcomes. The components of the course include problem identification, needs assessment, analysis of learner’s abilities, the design of measurable performance objectives, the development of assessment strategies within the design of instructional materials, and the formative and summative evaluation process. Lecture 3 (Spring).
Learning Assessment and Evaluation
In a learning environment assessing the accomplishment of learning outcomes involves designing evaluation instruments, collecting data regarding performance, and calculating the overall impact of learning. Of equal importance is to calculate the costs for the learning program to demonstrate a return on investment to the organization. This outcome is computed through measuring the increased competencies of the learners and determining the value the learning contributes to the organization. To achieve this outcome learners will measure and grade performance for a variety of intellectual learner domains as well as assess the overall program effectiveness through interpretation of data. This is an online class only. Lecture 3 (Fall).
Learning Design and Technology
Learning in the 21st century requires creating an engaging and exciting learning experience whether you are interested in online, classroom-based or blended, and delivery for a school, college or training environment. This course guides you through the process of developing and applying a learning product or solution that addresses a performance gap or educational need in any educational or training experience. The course learning outcome is to develop an instructional strategy proposal, create a learning plan that includes technology to support the learning experience and then evaluate the effectiveness of that learning plan. Course topics include: learning in the 21st century, understanding diversity in learning design, and applying assistive technologies, analyzing task and learner needs; applying instructional design principles with a focus on educational technologies, exploring innovative and emerging technologies; and evaluating strategy. Upon completion of this course, students will be able to: • Demonstrate knowledge of a job analysis/needs analysis and selection of an appropriate model to accomplish learning. • Demonstrate the ability to develop and implement a learning strategy using technology, given the needs of the learners and the organization. • Describe how to conduct a formative evaluation process evaluating the effectiveness and efficiency of the selected learning strategy in the work environment including learner achievement and the organization's needs. • Evaluate technology used for learning and training purposes. This course is open to any graduate status student or department permission. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Summer).
Total Semester Credit Hours

Admission Requirements

To be considered for admission to the advanced certificate in workplace learning and instruction, candidates must fulfill the following requirements:

  • Complete a graduate application.
  • Hold a baccalaureate degree (or equivalent) from an accredited university or college.
  • Have a minimum cumulative GPA of 3.0 (or equivalent).
  • Submit official transcripts (in English) of all previously completed undergraduate and graduate course work.
  • Submit a personal statement of educational objectives.
  • Submit a current resume or curriculum vitae.
  • Submit two letters of recommendation from academic or professional sources.
  • International applicants whose native language is not English must submit scores from the TOEFL, IELTS, or PTE. A minimum TOEFL score of 88 (internet-based) is required. A minimum IELTS score of 6.5 is required. The English language test score requirement is waived for native speakers of English or for those submitting transcripts from degrees earned at American institutions.

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