Workplace Learning and Instruction Advanced Certificate
Successful businesses thrive on employees who are both motivated and skilled. Workplace learning improves business performance by leveraging the human capital of an organization.
97%
Graduate outcomes rate
40+
Years history in distance and online learning
200+
We’ve engaged learners from 206 countries and regions
550+
Online courses
Overview for Workplace Learning and Instruction Adv. Cert.
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.
Workplace Learning: Drive Employee Development and Performance
Businesses should seek 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 is a four-course advanced certificate that 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 in 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.
Curriculum for 2024-2025 for Workplace Learning and Instruction Adv. Cert.
Current Students: See Curriculum Requirements
Workplace Learning and Instruction, advanced certificate, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| EDLI-730 | 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). |
3 |
| Choose one of the following: | 3 |
|
| EDLI-733 | 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). |
|
Approved Graduate Elective |
||
| EDLI-755 | 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). |
3 |
| EDLI-756 | 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). |
3 |
| Total Semester Credit Hours | 12 |
|
Approved Graduate Electives
| EDLI-723 | Group Dynamics and Facilitation Skills Group dynamics explores current theories and models of how individuals work within groups. The outcome of this analysis is to allow students to learn to effectively manage, lead, and generate results from group processes. The facilitation of groups into teams to achieve stated outcomes is within the group process strategies learned. The outcome of this course is to provide students with an understanding of group dynamics and their impact on organizational interventions with emphasis on team building, facilitation tools, and techniques. (This course is restricted to student in the HRDE-MS program.) Lecture 3 (Fall, Spring). |
| EDLI-750 | Strategic Career Development Strategic Career Development introduces students to traditional and emerging career development theory and its application to workplace issues. Theories such as trait and factor, type, developmental, psychodynamic, work adjustment, life-span, social learning, and career decision-making are covered using a system theory approach. Additional topics include organizational career development, application of theory to modern problems and issues, and contemporary issues in career development. The course is participative and draws heavily on case studies, role-playing, self-assessment, and group work to understand the theory and workplace application issues. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Fall). |
| EDLI-751 | Career Counseling Techniques This course introduces students to selected theories and techniques for use in counseling clients and/or employees about career issues. Students analyze and practice various counseling scenarios and apply theory. They learn to give and accept feedback related to career counseling skills through the use of role plays. Issues related to careers and the HR professional's roles are explored. The future of career counseling in the workplace is examined as it relates to HR planning. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Spring). |
| EDLI-752 | Assessments and Measurements in Human Resource Development This course provides and introduction to the fundamentals of assessment and measurement tools used in human resource and organizational development activities. An overview of a variety of instruments will be studied and some will be administered. Reading, lecture and class activities will include theory of test development, criteria for administration, validity, reliability, and assessing best instruments for use. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Fa/sp/su). |
| EDLI-753 | The Student Experience in Higher Education This course explores the student experience in higher education. Since students are, arguably, a university’s most important customer, how should institutions approach the student experience on and off campus? This course will prompt students to consider the wide range and types of colleges and universities around the world and the models used that form the college experience. These approaches impact students perceptions of the higher education university reputation, marketability, alumni giving, and retention. Topics for investigation include: (1) campus facilities and third places; (2) student services; (3) student activities and athletics; (4) teaching and learning; (5) campus traditions; (6) assessment strategies. Lecture 3 (Fall). |
| EDLI-754 | Critical Systems in Higher Education Higher education is a vital societal component in American and global societies and must be accessible to citizens. This course examines current and historical perspectives of the critical systems in higher education to fund, manage risk, and adhere to lawful practices and lead. All of these systems affect students in areas of accessibility, value, customer service, and the higher education experience. Included is an exploration of how price, cost, and value shape what is provided by and who attends college as well as reviewing current practices and events that continue to shape higher education. Lecture 3 (Summer). |
| EDLI-757 | Organization and Leadership in Higher Education This course examines features of core functional areas of modern higher education. The course focuses on the administration of higher education institutions and includes (1) historical contexts for higher education; (2) student experience; (3) academic and administrative issues; (4) infrastructural concerns, including planning, technology, and facilities management. This course uses a survey perspective of these areas to provide a foundation for understanding the dimensions found within higher education. This course is open to RIT students with a graduate status, or those with department permission. Lecture 3 (Spring). |
| EDLI-758 | Design for On-Line Online learning has grown to be a significant learning/teaching strategy for higher education. This course will include strategies for interactive learning activities to engage adult learner and achieve learning outcomes using a variety of instructional techniques appropriate for the online learning environment. This course will provide an opportunity to complete an actual work-related learning activity as an alternative to a case-based learning activity. Lecture 3 (Fall, Summer). |
Note for online students
The frequency of required and elective course offerings in the online program will vary, semester by semester, and will not always match the information presented here. Online students are advised to seek guidance from the listed program contact when developing their individual program course schedule.
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Admissions and Financial Aid
This program is available exclusively online.
| Offered | Admit Term(s) | Application Deadline | STEM Designated |
|---|---|---|---|
| Part‑time | Fall | Rolling | No |
Part-time study is 1‑8 semester credit hours. RIT will not issue a student visa for programs offered exclusively online.
Application Details
To be considered for admission to the Workplace Learning and Instruction Adv. Cert. program, candidates must fulfill the following requirements:
- Complete an online graduate application.
- Submit copies of official transcript(s) (in English) of all previously completed undergraduate and graduate course work, including any transfer credit earned.
- Hold a baccalaureate degree (or US equivalent) from an accredited university or college. A minimum cumulative GPA of 3.0 (or equivalent) is recommended.
- Submit a current resume or curriculum vitae.
- Submit a personal statement of educational objectives.
- Submit two letters of recommendation.
- Entrance exam requirements: None
- Submit English language test scores (TOEFL, IELTS, PTE Academic), if required. Details are below.
English Language Test Scores
International applicants whose native language is not English must submit one of the following official English language test scores. Some international applicants may be considered for an English test requirement waiver.
| TOEFL | IELTS | PTE Academic |
|---|---|---|
| 88 | 6.5 | 60 |
International students below the minimum requirement may be considered for conditional admission. Each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.
How to Apply Start or Manage Your Application
Cost and Financial Aid
An RIT graduate degree is an investment with lifelong returns. Graduate tuition varies by degree, the number of credits taken per semester, and delivery method. View the general cost of attendance or estimate the cost of your graduate degree.
A combination of sources can help fund your graduate degree. Learn how to fund your degree
Additional Information
Online Study Restrictions for Some International Students
Certain countries are subject to comprehensive embargoes under US Export Controls, which prohibit virtually ALL exports, imports, and other transactions without a license or other US Government authorization. Learners from the Crimea region of the Ukraine, Cuba, Iran, North Korea, and Syria may not register for RIT online courses. Nor may individuals on the United States Treasury Department’s list of Specially Designated Nationals or the United States Commerce Department’s table of Deny Orders. By registering for RIT online courses, you represent and warrant that you are not located in, under the control of, or a national or resident of any such country or on any such list.
Contact
- Karen Palmer
- Associate Director Combined Accelerated Programs
- Office of Graduate and Part-Time Enrollment Services
- Enrollment Management
- 585‑475‑5656
- kbpges@rit.edu