Take your passion for teaching beyond the classroom. Our Post Master’s Certificate in Curriculum and Instruction (CERT/D-CI) equips you with the skills to lead the creation of educational coursework, instructional techniques and student assessments. Credits earned for the CERT/D-CI are transferrable toward our Doctor of Education with a focus in Curriculum and Instruction. However, this certificate does not lead to teacher licensure.
Understand your role in leading curriculum change
Design and evaluate curriculum to improve the performance of educational institutions
In this course, students analyze the impact of change on the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating faculty, staff, and students, and creating dynamic learning environments. Leading change in learning environments and also counterbalancing resistance to change for faculty, staff, and students are addressed. The importance of fostering faculty development and building professional learning communities are of special focus. Competency A: Examine the frameworks of change, current change theories, historical progression of change models, and influences on change within contemporary organizations Competency B: Analyze strategies that influence data-driven change processes within an educational organization. Competency C: Analyze curriculum structure, articulation, and alignment critically throughout the educational continuum. Competency D: Evaluate the effectiveness of curriculum, instruction, and assessment in instructional programs for contemporary organizations. Competency E: Formulate change management plans to improve identified issues within curriculum.
CUR/713: Curriculum, Developmental, and Learning Theories
This course provides an overview of foundational and contemporary learning theories and the principles of brain-based learning and cognitive information processing. Students will examine how learning theory contributes to the intellectual development of learners and the impact it has on the educational process and curriculum design. With these concepts as a foundation, students will analyze curriculum processes and procedures, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy.
In this course, students focus on the creation of systemic models of curriculum design and delivery, including consideration of schedule, structure, stakeholder involvement, and end products. Students will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricular models to inform their own development approach. Competencies: Examine the foundations of curriculum design and delivery. Generate a systematic curriculum design cycle based on established industry standards. Analyze the roles and responsibilities of stakeholders in the curriculum design and delivery process. Develop a strategy that considers the adoption of new, revision of existing, and integration of additional curriculum resources. Formulate effective communication and conflict resolution strategies for managing curriculum design and delivery projects. Evaluate the context and appropriateness of a proposed curriculum design and delivery plan.
This course analyzes the models and process of instruction. Effective instructional models are explored as they relate to teaching strategies and learner outcomes. Instructional models for diverse populations, improvement of instructional programs and staff development are of special focus. Competency A: Evaluate research-based instructional models. Competency B: Apply research-based instructional models to instructional design processes. Competency C: Justify research-based instructional practices, design processes, and professional development.
In this course, students explore program evaluation models and methods utilized in learning organizations. Both formative and summative methods are discussed, and their merits and faults are debated. Accreditation issues are among the key topics, and the influence of leadership style on program evaluation methods is examined. Competency A: Examine the influence of leadership style on program evaluation methods. Competency B: Apply evaluation theories to support decision making in program evaluation. Competency C: Justify the selection of the appropriate research design and data collection methods for program evaluation and improvement. Competency D: Formulate effective evaluation plans based on the context of the program. Competency E: Describe leadership roles and responsibilities in designing, implementing, and reporting program evaluation. Competency F: Analyze data in the framework of programmatic evaluation. Competency G: Examine the relationship between programmatic evaluation and accreditation.
EDD/724: Instructional Leadership
CUR/713: Curriculum, Developmental, and Learning Theories
CUR/721: Curriculum Design
CUR/722: Instructional Models
CUR/732: Program Evaluation
General Education Courses:
Attend class whenever it fits your life, day or night because our online classroom is available 24/7/365. Your academic counselor will help schedule your courses for a Post Master’s Certificate in Curriculum and Instruction.
What you'll learn
When you earn your online Post Master’s Certificate in Curriculum and Instruction, you’ll be equipped with a concrete set of skills you can apply on the job.
Topics covered in this degree include:
Program Purpose Statement
The Post Master’s Certificate in Curriculum and Instruction (CERT/D-CI) will provide students with foundational and practical knowledge to develop as instructional leaders who can strategically manage and lead processes related to educational curricula, instruction and assessment. The CERT/D-CI does not lead to teacher licensure or any other professional licensure or certification.
Careers & Outcomes
Possible career outcomes for graduates of this program
The data below reflects recent conditions in a dynamic and changing Arizona labor market, which may be different when you graduate. University of Phoenix does not and cannot guarantee employment, salary levels, or career advancement, as those outcomes vary by many factors specific to the individual. This data is not specific to University of Phoenix students or graduates.
Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. Includes educational consultants and specialists, and instructional material directors.
The related occupation reflects the U.S. Bureau of Labor Statistics (BLS) occupation for which this program prepares graduates.
Salary ranges reflect the 25th and 75th percentile for the occupation in Arizona, as reported by the U.S. Bureau of Labor Statistics (BLS).The salary ranges are not specific to students or graduates of University of Phoenix. Actual outcomes vary based on multiple factors, including prior work experience, geographic location, and other factors specific to the individual. University of Phoenix does not guarantee employment, salary level, or career advancement.
The estimated number of job postings over the past 12 months in your state are provided by Emsi, a labor market analytics firm. This data may not reflect your local market conditions. Further, market conditions are dynamic and can change. This data is not intended to predict the market conditions that will be present when you graduate from your program.
What can you do with a Post Master’s Certificate in Curriculum and Instruction?
A CERT/D-CI can prepare you to be an:
Senior instructional designer
Learning development specialist
According to the Bureau of Labor Statistics, job growth for instructional coordinators is projected to be as fast as average between 2018 and 2028.
BLS projections are not specific to University of Phoenix students or graduates.
Career Services for Life
Get career coaching, resumé building and interview prep, for life. While outside career advising can cost over $200 an hour, at University of Phoenix it’s built right into your degree at no added cost.
You don’t have to go it alone.
You’ll have a team of advisors invested in your success from day one — dedicated to helping you build your confidence and a personalized career plan you can stick with.
Tools and resources available 24/7/365
We're a university built for the busy. Build your resumé, prepare for an interview and plan your career — whenever it fits your life, day or night.
Networking & mentorship
Through virtual job fairs and networking with the alumni community, we've made it easy to tap into the experience and connections of your peers and colleagues at the University.
You have a support team available up to 20 hours a day, 5 days a week. And our academic counselors, who are with you every step of the way, have earned a 5-star rating from 90% of our surveyed students.
University of Phoenix is accredited by the Higher Learning Commission (HLC), hlcommission.org. Since 1978, University of Phoenix has been continually accredited by the Higher Learning Commission and its predecessor.
Average years of industry experience
Of surveyed students would recommend their instructors
As a faculty member, I'm on your team. I'm your coach and your cheerleader."