Graduate Program

Students will create a database of the major information resources within a specific discipline. They will also learn research strategies, and economic and ethical issues surrounding information policy.

Design theory and principles as applied to the research and development functions of industry. Product development via team organization, brainstorming, data analysis, oral presentations and creative problem solving. Two lectures, 3 hours lab. 

Includes training in the use of media production and display equipment, production of graphic materials, overhead transparencies, slides, audio recordings, posters and criteria for effective design and use of media materials in training and education. Lab fee required.

Explores the world of the adult learner from historic, social, political and pragmatic perspectives. Issues of life stages, culture, teaching theory and andragogical practice are considered as they relate to the practice of adult learning.

Introduction to the concepts of training in the corporate sector.

Introduction to the principles of planning and designing of training packages and programs.

Introduction to the development of instructional training methods and strategies for corporate training programs.

Principles of evaluation of instruction and trainee performance applied to organizational training programs.

Focus on industry as humanity’s systematic effort to provide the necessities and conveniences of life. In addition to developing a historical perspective, students will study in depth a variety of industrial organizations that provide goods and services to meet the needs and desires of society.

An introduction to instructional applications of computer technology using integrated software. Includes instruction in techniques of using integrated software to manage computer instruction, to manage student records and achievements, and to produce and use ancillary materials. Current representative integration software will be used.

Planned and supervised professional laboratory or field experiences in agency or institutional setting.

Offered on a CR/NC basis only.

Restriction: permission of instructor.

An overview of contemporary instructional technologies and how they can be utilized to improve the effectiveness of instruction. Students will gain expertise in selecting and using appropriate instructional technologies supporting the achievement of performance-based objectives.

Designed to increase the effectiveness of presentations for educator/trainers using a variety of presentation technologies. Utilizing ISD principles, students engage in production of media to develop an instructional package. Special Fee.

An introduction to computer based learning environments incorporating multiple forms of media. Students study the theories applicable to multimedia learning, gain practical skills for implementing simple systems, and design a large scale multimedia learning environment. Lab fee.

Prerequisite: 501 and 541 and 543.

This course provides resources and guidance as students conceive, design, script, shoot and edit digital video footage. Students will learn to create instructional video sequences based on theories of learning and instructional design principles.

Prerequisite: 541 and 543.

Students will review shareware, public domain, and complex interactive commercial simulations; explore theory and survey recent literature. Project activity will focus on design issues and solutions, as students design a simulation and develop its prototype. Lab fee.

For educators and trainers who use instructional television for distance education. Major types of instructional TV formats are analyzed, as well as research on television and learning. Participants develop techniques for training television instructors.

Participants apply general principles and techniques for designing comprehensive knowledge management solutions that combine web-based technologies and organizational interventions. To put a theory into practice, participants utilize an iterative design process in developing a course project.

Focused on designing technology-supported collaborations solutions that support the collective brain power of organizational members in the creation of knowledge.

Focused on designing organizational portals for managing and disseminating documents, instruction, best practices, and expert advice.

This course is an introduction to the management of digital information resources. Students will survey essential methods for evaluating, organizing, storing and securing data and information in academic and other work environments.

A hands-on course about describing and structuring information. Students will learn XML and XSLT, and will develop a thorough understanding of current metadata standards as well as crosswalking metadata schemas and data management applications.

This course builds upon the foundations of information practice with an emphasis on spatial data. Students will survey essential methods for evaluating, accessing, organizing, storing and securing spatial data and information.

A practical course where students will learn how to model real world systems as object-oriented models, relational databases, XML schema and ontologies. Students will learn the fundamentals of data modeling.

An introductory hands-on course on environmental information management and the data life cycle for the environmental sciences. With emphasis on data acquisition technologies, metadata, QA/QC procedures, data preservation, database management and web portal development.

Corequisite: 521 and 522.

A hands-on course in Environmental data analysis and visualization, with an emphasis on data exploration, tool assessment, and creation of effective visual representations of analytical results.

Corequisite: 520 and 522.

Environmental data is generated and visualized by a variety of tools. This hands-on course focuses on how GeoSpatial data generated by GIS systems is effectively managed, analyzed and preserved in the Environmental Sciences.

Corequisite: 520 and 521.

Analyzes theoretical approaches to distance education and their practical applications. Examines characteristics and needs of distance learners, learner support, distance teaching, course design, delivery system selection, evaluation, policy, organization and administration of distance education.

Explores the sociocultural dimensions of eLearning and issues related to designing eLearning for global contexts. Participants examine diversity in eLearning, and design eLearning for national and international contexts.

Explores new paradigms based on constructivist and sociocultural learning theories for designing e-learning. Focuses on online learning design and evaluation, and networked learning communities. Analyzes print, audio, and video for designing hybrid learning environments.

Prerequisite: 530 and 541 and 543.

Focuses on management strategies and key elements of modern systems. Discusses program planning and management, funding and budget management, technology selection and implementation, marketing, quality control and evaluation.

Foundations of HRD (training, organization and career development) and its role in facilitating individual, group and organizational learning. Students will also be introduced to instructional technologies that facilitate learning.

(Also offered as LEAD 529)

Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.

This course focuses on the theories and applications of organizational learning strategies and process. The relationship between individual and team learning to organizational learning will be addressed throughout the course.

{Offered annually}

Application of instructional design principles used in the development of instructional materials. Students work individually on course exercises and collaboratively on two course projects. One of the first three courses taken in the Master's program.

Provides the student with a basic understanding of the evaluation process, the application of evaluations in determining the effectiveness and/or value of a learning experience both in the classroom and in the workplace.

Students will examine learning styles of culturally diverse populations, conduct research on cross-cultural teaching and learning, experiment with methods and techniques of cross-cultural training and design and develop cross-cultural training programs.

Social capital is at the heart of successful learning organizations. We will explore the components of social capital in learning organizations and how we can use organizational network analysis (ONA) to assess informal networks.

Introduces student to training techniques that are suitable for instructing adult learners in a variety of settings. Students will design and deliver an instructional unit to other adult learners.

Prerequisite: 541 and 543.

Provides learners with information and skill development of various methods and techniques for teaching adults in a team environment. Emphasis is placed on team development and training necessary to facilitate team learning and growth.

This course explores the concept of wisdom from various traditions and academic disciplines through weekly lectures, discussions, and experiential activities. It examines the role of wisdom in development and suggests perspectives for fostering wisdom.

An introduction to the field of consulting. Covers conceptual knowledge of models to increase organizational effectiveness, consultant role responsibilities and needs assessment and evaluation techniques used in consulting practices.

Students examine adult career patterns and organizational perspectives on employee career development. Specific emphasis is on mentoring and coaching adults in career decision making.

This course is designed to teach learning and development managers how to connect learning initiatives to organizational strategy, and how to develop the business case to show how learning contributes to the organization.

Introduces new Teaching and Graduate Assistants to teaching at UNM, reviews various instructional methods, assessment strategies, and pedagogical theories pertinent to teaching in higher education.

Used to test new courses.

This independent study is for students to gain experiences in settings other than those in which they are employed or who are making career transitions and would benefit from shadowing a professional in the field.

Offered on a CR/NC basis only.

This final independent study is the capstone experience for Master’s students who opt not to do a thesis. The student submits a proposal for a minimum 200-hour project to his/her internship faculty supervisor.

Offered on a CR/NC basis only.

Student will develop an Individual Performance Contract with a faculty member to determine the key readings and will produce a product.

Defines science, technology, human values and examines the impacts and relationships among them. Discusses emerging scientific and technological developments, projects effects on society and the proposition that technology is a primary determinant of social change.

A theory-driven and project-based doctoral level seminar on the foundations of learning environments, instructional design theory, and the instructional design process. Students develop design models based on constructivist and socioconstructivist theories for innovative learning environments.

This course is for students who wish to gain an in-depth understanding of evaluation theories and philosophies. In seminar format, students will study evaluation as a transdiscipline and its role in contemporary organizations.

Advanced doctoral seminar on research in distance education and educational telecommunications. Students will critically examine current research and develop theoretical frameworks, appropriate methodologies, a research proposal and agenda for future distance education research.

Prerequisite: 530 and 543 and 544 and (541 or EDUC 500).

This seminar emphasized the process of applying research findings to create innovative computer-based solutions for organizational learning problems. Steps in the process include assessing organizational learning needs, designing and implementing solutions and applying formative evaluation techniques.

Prerequisite: 541 and 543 and 544.

This advanced course in OD for doctoral students and advanced master’s is designed to enable students to develop theoretical perspectives, intensive practice and understanding of the use of OD in improving organizations.

Prerequisite: at least 9 hours of Organizational Behavior, Team Development, Consulting or similar courses.

Restriction: permission of the instructor.

A theory-driven, project-based advanced seminar designed to enable students to develop theoretical perspectives, intensive practice, and understanding of the use of Transformational Learning for applications with individuals, groups and organizations.

This seminar is the capstone course for the doctoral program. It assists students in planning and developing a dissertation proposal. Course may be repeated once.

Offered on a CR/NC basis only.

Prerequisite: students must complete the Comprehensive Examination before enrolling or take it concurrently.

Individual performance contract required between student and professor, following formal approval of dissertation committee.

Offered on a CR/NC basis only.