Program Features

The Graduate Certificate in AIG meets state requirements for educators seeking add-on licensure in North Carolina in the area of Academically/Intellectually Gifted. For detailed information about the state requirements for licensure, please go to

All four of the Certificate courses are delivered online in a 100% asynchronous format using Canvas. The asynchronous format allows for maximum flexibility so candidates can manage their own schedules to complete the course requirements. See for more information about Canvas.

In the spirit of differentiating for a diverse range of learners, we have designed the Graduate Certificate in AIG program to model responsiveness to the diverse interests, learning preferences, and professional goals of program candidates. We strive to translate research and theory into practice by modeling the instructional and curricular approaches recommended for gifted students. We also use a variety of instructional delivery approaches for adult learners. Program courses include assignment options and reading materials aligned to teachers’ subject-specific competencies, grade levels, and shared interests. Optional reading materials and resources allow candidates to explore a specific topic of their interest in depth.

In addition, candidates interested in future leadership positions involving professional development training are welcome to contact the instructors to discuss options for modifying assignments to further develop their presentation skills. We encourage any candidates interested in leadership roles to explore the Distance Education website for our M.Ed. in Special Education: Academically or Intellectually Gifted.  

Check out some of our Graduate Certificate in AIG program features:

Instructional and Learning-related Features:

  • Discussion forum assignments encourage candidates to make connections with each other through participation in a collegial and professional learning community. Forums also offer opportunities for candidates to share ideas and experiences, ask questions, collaborate on assignments, and discuss important issues in gifted education.
  • Differentiated instructional delivery approaches support candidates’ mastery of the course objectives. Examples include video eLessons, jigsaw assignments, open- and close-ended questions, exit tickets, independent and small group assignments, varied text-based resources, timely feedback, access to instructors, and more.
  • We model best practices for gifted students. For example, assignments may include choice options for candidates to explore an area of interest in depth or different options through which to demonstrate mastery of course concepts.
  • Practical applications of the content include the development of original lesson plans, selection of appropriate instructional materials from other sources, and evaluation of the applicability of published research to classroom practices.
  • Field experiences allow candidates opportunities to implement their original lesson plans in the classroom with identified AIG learners and/or with students who have shown high potential in comparison to others of similar age or background experiences. Candidates reflect on the effectiveness of their lessons and receive feedback from the instructor and classmates.
  • Small, online group projects are structured and organized to be meaningful and manageable out of respect for candidates’ busy schedules. These projects align with the UNCC College of Education 2011 Conceptual Framework that requires candidates to engage in professional collaboration.

Curriculum Features:

  • Current and seminal research-based reading materials from a variety of texts written by course instructors or other experts in the field of gifted education
  • Practitioner-based and primary research from peer-reviewed journals
  • Theoretical texts
  • Instructor-created reading materials
  • Candidate-selected reading materials from the UNCC Atkins Library