Student Learning Outcomes
- Organize and manage different components of pedagogy in order to develop their own instructional identity and path for lifelong learning
- Implement instructional design models into their own teaching in order to link best practices with appropriate teaching scenarios
- Develop quality and effective interactive, online learning objects
- Design, deliver, and evaluate information literacy lessons for diverse learners that incorporate the latest educational theories, standards, and educational technologies
- Evaluate their teaching philosophy, situated in diverse, learner-centered needs through a critical lends in order to develop inclusive learning objects.
- The School of Information will apply the same admissions criteria as it currently does for the M.A. and our other certificate programs.
- All students will be required to complete all coursework within 4 years.
- The School of Information will accept up to three units of transfer credit from a graduate program; courses must be approved by the Advisor or Certificate Coordinator.
- Students enrolled in this certificate will be able to add or change to the M.A. LIS program with the approval of the School of Information Admissions Committee. Students must be in good academic standing and meet all requirements for admission to the degree program in effect at the time of the request.
- A maximum of nine units may be shared from this certificate to the M.A. program within the School of Information. Six units may be shared with another certificate in the School. However, there will be no triple dipping allowed for any course.
- Six units maximum may be used from graduate courses taken in non-degree status.
Catherine Brooks (PhD, University of California, Education, Curriculum and Instruction focus) is Associate Director of Arizona's School of Information where she is also an Associate Professor. Catherine’s primary research interests focus on issues of language and culture, with particular focus on instructional communication and classroom discourse. Catherine has spent 20 years in higher education, she developed the new Information Science and eSociety degree program for the School of Information at UA, and has published work on a variety of topics to include faculty development, student emotion, learner motivation, and assessment.
Angela Gunder serves as Associate Director of Digital Learning and Instructional Design for the Office of Digital Learning, supporting faculty in the design and development of fully-online programs for UA Online. Angela came into instructional design rather circuitously, helming large-scale site designs as webmaster for The City College of New York, the honors college at ASU, and Northern Virginia Community College. Her over-fifteen-year career as a designer for higher education informs her instructional design practice, where she leverages her expertise in usability, visual communication, programming, and standards-based online learning. Angela holds a B.S. in Computer Science and Fine Art from Fordham University, and an M.Ed. in Education Technology from Arizona State University. She is an Associate Editor for the Teacher Education Board of MERLOT, and a Quality Matters certified peer reviewer and online facilitator. She was the program chair of the OLC Innovate 2017 Conference, the conference chair of the 2018 conference, and a member of the OLC Institute faculty teaching courses on instructional design. Her research and pedagogical interests include the design and facilitation of innovation makerspaces, open educational resources, and emerging technology for second language acquisition. More specifically, her work examines effective practices for andragogy in the development of online learning environments. A voracious culinary nerd, Angela spends her free time composing, cooking and photographing original recipes for her food blog.
Yvonne Mery is an Associate Librarian at the University of Arizona where she also completed her Master's in Library Sciences. Yvonne serves as an instructional design librarian and a liaison to several academic units. Yvonne has designed and implemented online courses in information literacy skills for undergraduate students and collaborated with departments across campus to support students and instructors in their research needs. Yvonne has co-authored several papers on the integration of information literacy in online classes and presented at numerous national and international conferences on best practices for online information literacy instruction. Her research interests include interactivity in online instruction and the design and development of online tutorials. In addition to her library degree, she also holds an MA in Teaching English as a Second Language.
Nicole Pagowsky is an Associate Librarian and Instruction Coordinator at the University of Arizona Libraries. She primarily works with first year students and related programs. Her research interests include critical pedagogy, curriculum in higher education, and the stereotypes and roles of librarians. She co-edited the Ilene F. Rockman award-winning ACRL 2-volume set of Critical Library Pedagogy Handbooks, as well as The Librarian Stereotype: Deconstructing Perceptions and Presentations of Information Work. She has published and presented on critical pedagogy and instruction, previously taught an Instructional Design ecourse for ALA, and received the inaugural ULS Outstanding Professional Development Award. Nicole holds an MS in Instructional Design and an MLIS both from the University of Arizona, and a BA in Rhetoric and Communication Sciences from the University of Wisconsin-Madison.
Carla Stoffle is a Professor in the School of Information at the University of Arizona. Prior to joining the faculty, she was Dean of the University of Arizona Libraries for 22 years. Stoffle worked at the University of Michigan, the University of Wisconsin-Parkside, and Eastern Kentucky University. At the University of Wisconsin-Parkside she was an instruction librarian for 7 years. Over her 50 year career. Stoffle has published two instruction workbooks, 30 articles and chapters, and given 49 presentations at conferences and workshops on library instruction. She has won the RQ best article of the year in 1986 for her article on Library Instruction Learning Theory and the ACRL Miriam Dudley Bibliographic Instruction Librarian of the Year Award in 1991.