Student Contact Information:
Zimmerman Library Room 241
To enter the degree programs at the Master's or Doctoral level, the student must complete appropriate application materials and proceed through the admission process. Application packets and program information are available from the program office. For specific details and guidelines, contact the Program Coordinator or the Administrative Assistant. All graduate candidates are required to work under the supervision of an assigned advisor and to develop and follow a planned program of studies composed of courses selected with the approval of the faculty advisor and/or Program of Studies Committee. Courses taken without prior approval may not be accepted toward the completion of the degree.
|M.A. and Ed.Spc.|
|Fall semester:||June 15|
|Spring semester:||October 15|
|Summer session:||March 15|
|Fall semester:||March 15|
NOTE: Application packets must be submitted to the Graduate Admissions Department one month prior to these dates, if the applicant is a new student to the University of New Mexico Graduate School.
NOTE: Doctoral admissions are made for fall semester only.
Plan I: Thesis Option (42 credit hours)
Plan II: Professional Portfolio Option (36 credit hours)
The OILS Program offers a Master of Arts (M.A.) degree that gives students an opportunity to combine aspects of adult learning, learning sciences, organizational learning and development, and instructional technology that includes multimedia design and distance learning, principles of knowledge management and data management, and the design, development, and evaluation of training. OILS students can expect to develop a diverse skill set that helps them hit the ground running when they enter the workforce. They are able to design, teach, support, evaluate, lead, and manage programs for diverse audiences. Course work includes areas such as foundations of organizational learning, the adult learner, learning design, cross-cultural issues in learning, principles of knowledge management, instructional technology, e-learning, and program evaluation. Data management courses give students the conceptual and practical hands-on training that allows them to effectively design, manage, analyze, visualize, and preserve data and information. Students who are knowledgeable in these areas are at a significant competitive advantage as they pursue further academic and professional efforts. OILS courses require students to apply their learning in real world contexts. Not only do OILS graduates have the flexibility to choose where they work, they also enjoy diverse and rewarding employment options which include adult learning, instructional design and technology, organizational development, training and development, distance education, eLearning, online learning, knowledge management, data management, project management, and much more.
|Required Courses (24 credit hours)|
|Contemporary Instructional Technologies: Survey
|OILS 510||Designing Knowledge Management Solutions||3|
|OILS 530||Theory and Practice of Distance Learning||3|
|Culture and Global eLearning
Cross-Cultural Issues in Adult Learning
|Foundations of HRD and Instructional Technology
Theory and Practice of Organizational Learning
|OILS 541||The Adult Learner||3|
|OILS 543||Instructional Design||3|
|OILS 544||Program Evaluation||3|
|Electives (9 credit hours)|
|Students select courses to strengthen their preparation in specific areas of their choosing. 6 of these 9 credit hours should be from the OILS program.|
|Elective courses may include:|
|OILS 501||Presentation Technologies|
|OILS 503||Instructional Multimedia|
|OILS 504||Instructional Use of Computer Simulations|
|OILS 511||Collaborative Knowledge Creation|
|OILS 512||Dissemination and Application of Knowledge|
|OILS 513||Digital Information Management|
|OILS 515||Introduction to Spatial Data Management|
|OILS 516||Information Management|
|OILS 520||Environmental Information Management||1-3|
|OILS 521||Environmental Data Analysis and Visualization||1-3|
|OILS 522||Spatial Data Management in Environmental Sciences||1-3|
|OILS 530||Theory and Practice of Distance Learning|
|OILS 532||E-Learning Course Design|
|OILS 533||Management of Learning Systems|
|OILS 534||Mobile Learning: Introduction to Mobile Learning and Mobile Learning Design|
|OILS 549||Building Social Capital in Learning Organizations|
|OILS 551||Training Techniques|
|OILS 552||Team Development|
|OILS 553||The Role of Wisdom in Adult Learning and Culture|
|OILS 554||Organizational Consulting Theory and Practice|
|OILS 555||Mentoring Adult Career Development|
|OILS 556||The Business of Learning|
|OILS 604||Current Research Methods for the Study of Learning|
A 3 credit hour graduate course in a related field may be selected with the permission of the student’s advisor. Such a course might be from another department in education, business, public administration, communication, sociology, or psychology.
Plan I: Thesis Option: Students must register for OILS 599 Master’s Thesis for two semesters (6 credit hours). Under the thesis option students plan, conduct, and report on original research conducted to address a research problem in an area related to their study in the OILS program. The topic of the study must be approved by the advisor. Typically the study involves working with a faculty member on their research or replicating an existing study.
OILS students selecting the thesis option are required to discuss the program of study for the thesis option with their advisor early in the program, and enroll in 6 credit hours of research courses as electives to prepare them to write a thesis.
Plan II: Professional Portfolio Option: Students must register for OILS 596 (3 credit hours). Under the professional portfolio option students complete the internship and prepare a dossier showing work products which demonstrate their capabilities in OILS fields of study.
The Doctor of Philosophy (Ph.D.) in Organization, Information, and Learning Sciences is a research degree. It is designed to develop the candidate’s competencies to design, conduct, and report original theoretical and applied research in the selected area of study. The Program of Studies and the dissertation reflect an emphasis on theoretical concepts, inquiry skills, and original research.
An Organization, Information, and Learning Sciences Ph.D. candidate must complete an approved program of studies of no less than 60 graduate credit hours of course work plus 18 credit hours of dissertation. All candidates complete the required core courses (18 credit hours), concentration courses (24 credit hours) and research courses (18 credit hours).
Candidates for the Ph.D. are required to demonstrate inquiry skills appropriate to conducting scholarly research. The identification and certification of the inquiry skills are completed by the student’s Program of Studies Committee on Studies prior to the candidate’s starting work on a dissertation.
The dissertation for the degree of Doctor of Philosophy must demonstrate an ability to conduct independent research and competence in scholarly exposition. Both traditional and non-traditional (hybrid) dissertation options are accepted. Students should choose an option in consultation with their committee members. It should present original investigation at an advanced level, of a significant problem and should provide the basis for a publishable contribution to the research literature of the major field. A non-traditional (hybrid) dissertation consists of a collection of related articles prepared and/or submitted for publication or already published. Each dissertation must include “introduction” and “conclusion” sections. The student must meet the general manuscript format criteria set forth in the UNM Catalog on manuscript guidelines. Students must adhere to copyright policies for obtaining permission to use a previously published manuscript.
The Ph.D. degree in Organization, Information, and Learning Sciences includes a minimum 60 course work credit hours plus 18 dissertation credit hours. Students must meet with their advisor in their first semester to begin planning their program of studies.
OILS 570 must be taken in the first semester of course work. OILS 541 and 543 must be taken in the first year, as these courses are prerequisites to many other courses. Students who have already taken OILS 541 and/or OILS 543, or equivalent courses may transfer those courses.
|OILS 541||The Adult Learner|
|OILS 543||Instructional Design|
|OILS 570||Research Foundation in Social and Learning Sciences|
|OILS 601||Advanced Instructional Design|
|OILS 690||Dissertation Proposal Seminar|
The courses selected are chosen in concert with the student’s advisor and reflect the student’s particular programmatic interest. For example, if students are particularly interested in the use of multimedia and distance learning technologies, they choose a set of courses that help them develop these areas of expertise. Likewise, if students are interested in training and organization development knowledge and skills, they choose courses that develop these areas of expertise.
Students must take 9 credit hours of doctoral-level seminar courses to be selected from the following 3 credit hour seminars:
|OILS 600||Science, Technology and Society|
|OILS 608||Advanced Seminar in Organizational and Program Evaluation|
|OILS 635||Research in Distance Education (this course carries prerequisites that may be taken as part of the core and concentration)|
|OILS 639||Advanced Instructional Technology Seminar|
|OILS 641||Advanced Seminar on Organization Development and Consulting|
|OILS 661||Seminar: Transformational Learning|
|OILS 642||Advanced Seminar in Organizational Leadership|
Six credit hours must be taken outside of OILS to develop an interdisciplinary lens on the concentration.
An additional 9 credit hours of graduate course work in OILS may include 500-level courses taken to meet prerequisites for 600-level courses, other 500- and 600-level OILS course work, and OILS 698 Directed Readings in Organization, Information, and Learning Sciences.
Students must complete at least one quantitative and one qualitative course. These courses must be approved by the advisor. Students must enroll in OILS 604 for at least 9 credit hours.
|OILS 604||Current Research Methods for the Study of Learning|
Students should take at least two advanced research courses, based on the qualitative, quantitative, or mixed-methods focus of the dissertation, such as from the list below, but other courses may be approved by the student’s Program of Studies Committee Chairperson.
|CJ 609||Mixed Methods Research Designs|
|EDPY 606||Applied Multivariate Statistics|
|EDPY 607||Structural Equation Modeling|
|EDPY 651||Advanced Seminar in Quantitative Educational Research|
|LLSS 605||Advanced Qualitative Research Methods|
|LLSS 606||Case Study Research Methods|
|LLSS 623||Ethnographic Research|
|NURS 613||Mixed Methods Research|
|STAT 565||Stochastic Processes with Applications|
|STAT 577||Introduction to Bayseian Modeling|
|STAT 586||Nonparametric Curve Estimation and Image Reconstruction|
|STAT 590||Statistical Computing|
Students who have previously completed graduate course work outside OILS from UNM may request to transfer in up to 6 of those credit hours for the doctoral concentration requirement of taking courses outside OILS. The final decision of which courses are accepted is made by the student’s Program of Studies Committee. For more information on the transfer of courses, see Transfer Credit in the Graduate Program section of this Catalog.
What is information? Introduction to systems of information in society and culture. Topics include: history of information, libraries, information disruptions, social media and movements, classification of knowledge, and information ethics.
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.
This course prepares students to analyze LMS requirements, customizations and integrations for organizations requiring training for compliance, skill-building and knowledge-building. Students will experience LMS implementation and management through typical workflow or calendared events.
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.
This course is built around the Association of Talent Development (ATD) Competency model to explore various Human Resource Development (HRD) and Instructional Technology (IT) issues.
In this class we will learn about finding and leading people, managing projects, developing a scope of work, creating a budget, and overseeing project quality.
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.
Used to test new courses.
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.
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.
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.
This course provides an overview of mobile learning research, trends in the adoption of m-learning, instructional design principles and strategies for curriculum integration, and applications of mobiles for distance learning.
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.
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.
This course is designed to help students learning how to read and make sense of research reports by introducing the research process. Key topics include purpose statements, literature review, and quantitative and qualitative methods.
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.
OILS 598. Directed Readings in Organization, Information, and Learning Sciences. (3-6 to a maximum of 6 Δ)
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.
OILS 604. Current Research Methods for the Study of Learning. (1 or 3 to a maximum of 9 Δ)
Students learn current research methods for understanding learning as process. The focal method varies by semester. Students gain understanding of the research method, begin their own work, and apply the method.
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 (541 or EDUC 500) and 543 and 544.
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.
This course provides an overview of leadership including its evolution, approaches and theories, women and leadership, culture and leadership, and leadership ethics. Students will develop an in depth understanding and a personal philosophy of leadership.
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.
OILS 693. Topics in Organization, Information, and Learning Sciences. (1-3, no limit Δ)
Topics in Organization, Information, and Learning Sciences.
Restriction: admitted to OILS doctoral program.
OILS 698. Directed Readings in Organization, Information, and Learning Sciences. (3-6 to a maximum of 6 Δ)
Individual performance contract required between student and professor, following formal approval of dissertation committee.
Offered on a CR/NC basis only.
MSC 11 6325
1 University of New Mexico
Albuquerque, NM 87131
Phone: (505) 277-6809