In the United States, some professions are anchored by certifications and licensures to demonstrate an individual is qualified to practice in that professional domain. Broadly speaking, licensures are non-academic credentials required by federal or state law for individuals to practice in that field (Gilmore and Williams 2007). In contrast, certificates and certifications are voluntarily obtained credentials that can signify an individual's level of knowledge in a profession. At many universities, certificates are undergraduate or graduate credentials that can be obtained either in conjunction with or separate from a full degree. Distinct from this, certifications are credentials granted by professional organizations when a candidate has passed a qualifying exam or other demonstration of competence. Specifically for job seekers or those new to a profession, certifications can "persuade certifiable professionals, their employers, and their customers that those who are certified exhibit high levels of job performance" (McKillip and Owens 2000, p. 50). In this article, the authors propose a model of curriculum design that can be used to assess the degree to which curriculum "measures up" to professional bodies of knowledge and, thus, prepares graduates with the knowledge and skills that employers are seeking in today's workforce. This process includes both existing and novel techniques to assess curriculum. The context of this work is in a graduate program offering a master's degree in organizational leadership with focus areas in human resource development or technical communication, as well as certificates in project management and human resource development.