Michelle Blomberg
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Curriculum Vitae
Research & Professional Interests
Work focused on closing the gap between learning and real-world practice: in curriculum, in tools, and in the systems that support faculty and students. Spans instructional design, UX, graphic design, career readiness, and AI integration. Those threads show up together whether in course design, tool development, or helping faculty think through how technology and AI fit into their teaching. Graduate research in connectivism and personal learning environments, a framework since applied to building AI-powered tools that let faculty and students construct and tend their own learning infrastructure. Particularly interested in how AI changes what is possible in learning design, not just as a content tool but as a thinking partner, and in prompt engineering as a competency that should mirror industry demand. All current courses taught are online, continuously refined over fifteen-plus years, and all tools are built for learners who are navigating education at a distance. A current research thread asks what still counts as evidence of learning once an AI model can produce the artifact, and which authentic-assessment formats, built around process evidence, the record of making, the response to critique, the decision a student can defend, still hold up.
Employment History
Residential Faculty, Digital Media Arts
Program Director, Digital Media Arts and Animation 2011 to 2022
Glendale Community College, Glendale, AZ
2011 to Present
- Design and teach 15+ credit hours per semester of fully online and hybrid courses to diverse online learners spanning age, veteran status, and disability at a Hispanic-Serving Institution; have taught online for decades, redesigning each term from student-performance data, Canvas analytics, and structured feedback loops.
- Was commissioned to redesign AVC 100, the program’s highest-enrollment course, after analytics flagged a low student-success rate, rebuilding it from Qualtrics retention data and embedded student-support services to improve completion.
- Started an experiential, cross-disciplinary design studio as a course and led it for over a decade, students doing real client work on live deliverables for campus partners, from an award-winning student publication to a 95-foot mural and web, print, and video campaigns; it lives on as a grant-funded, paid studio led by other faculty.
- Lead the brand identity for the Basic Needs Hub, a consolidated basic-needs and student-support initiative, as a live experiential project: a student runs production through a paid 300-hour AmeriCorps internship with AI built into her workflow, doing real work on a real campus launch.
- Designed and taught a fully online faculty-development course, Web-Based Teaching and Learning, preparing community college instructors to design and teach online and grounding them in online pedagogy, assessment design, and the adult-learner experience.
- As Program Director from 2011 to 2022, set program strategy and developed competency-mapped curricula aligned to industry standards, and designed a stackable microcredential sequence, approved and going through the curriculum process, so learners can earn a credential at each milestone; develop and refine curriculum across the program and on the Maricopa district Instructional Council, and contributed to district-wide Guided Pathways alignment across all ten colleges.
- As Program Director, led the program’s formal three-year program review, assessing enrollment, student outcomes, and course performance against objectives, and used the findings as the evidence-based case for budget, faculty lines, and resources.
- Build and embed student-facing AI tools across the program, from the AVC 100 foundation through the capstone, applying product design thinking to translate frontier AI into practical, student-centered learning, and explain model behavior, integration patterns, and data handling in plain language for non-technical decision-makers.
- Design assessments AI can’t do for the student, mostly hands-on simulations defended in a live role-play. Built and openly licensed the first suite; not yet delivered to students, and seeking faculty collaborators.
- Helped plan and build a new campus XR lab for augmented and virtual reality alongside the dean, opening for instruction in Fall 2026.
- Awarded a STEAMworks Innovation and Project Development grant to build fabrication-based branding curriculum across Digital Graphic Arts I, Design Self Promotion and The Traveler: students take a brand mark from screen to laser-cut, 3D-printed and NFC-tagged pieces, including a portfolio leave-behind for job interviews. Deliverables include three assignment packages, worked prototypes and a demonstration video library other faculty can reuse. Piloting Fall 2026; full implementation Spring 2027.
- As a campus-wide Quality Matters and OLC/OSCQR lead course reviewer, conduct instructional-design and accessibility reviews across the college, write assessment reports, and coach faculty one on one.
- Led the emergency transition of more than 45 Art and Humanities faculty to fully online teaching during the pandemic, training and mentoring them to move their courses fully online in weeks.
- Rebuilt the program around industry advisory-board input, improving program completion, and advise more than 200 students a year with strong student-evaluation results.
- Apply WCAG accessibility standards and inclusive design throughout course and material development.
- Faculty representative on the GCC intranet redesign committee (2023 to 2024), evaluating information architecture and interface design as a UX practitioner.
- Coordinate the program’s employer internship (AVC 297), placing and supervising students in real client work with local businesses and industry partners and managing the agreements and evaluation behind it.
- Built the program’s degrees into the campus’s first Near Z Degrees, fully open-educational-resource pathways with no textbook cost to students, recognized with the college’s Gaucho Globe Award.
- Serve as departmental eCourses lead and Canvas representative for roughly 30 instructors, and own each course end to end: build it backward from measurable outcomes to aligned assessment, author the instructional copy and video scripts, produce the media, and deliver all instructional video captioned through Canvas Studio for in-LMS access.
- Redesign each course every term from evidence, using Canvas analytics to reach students who have stopped participating or are falling behind before they withdraw, and feeding participation and grade-trend data back into the next build.
Academic Associate, Learning Design and Technologies
Arizona State University, Mary Lou Fulton College for Teaching and Learning Innovation · Part-time, online
Beginning January 2027
- Appointed to teach in the fully online Master of Education in Learning Design and Technologies program, delivered through ASU Online.
Director of Instructional Technology
Glendale Community College, Innovation Center, Glendale, AZ
2004 to 2011
- Led the campus LMS team and brought the campus onto one learning management system: ran the evaluation and request for proposal with the Director of Training, set the standards, and drove adoption across faculty and staff; contributed to the district request for proposal that later led to Canvas adoption.
- Co-chaired the district eLearning Advisory Group (2009 to 2010) for the ten-college Maricopa system; contributed to change control, upgrades, testing, and vendor relations.
- Ran the student helpdesk and funneled technology support that was split across separate offices and phone numbers into a single point of contact; recognized with the college’s OIT Technology Award.
- Defined requirements, created ITIL service agreements, and managed cross-functional development teams to deliver educational technology solutions on time and within budget.
- Established the campus’s first design system: the standards, templates, and style guides for LMS course design, web interfaces, and digital communications across the college.
- Mentored instructors on active learning, hybrid course design, and technology-enhanced pedagogy; ran faculty professional development workshops.
- Co-authored the proposal to establish GCC’s Center for Teaching, Learning and Engagement (CTLE); visited Maricopa district centers, benchmarked models, and recommended a faculty-led structure in partnership with the Director of Training.
- Served on HLC Accreditation Committee and President’s Technology Advisory Taskforce; contributed strategic technology planning and budget recommendations.
- Co-led the campus Innovation Center and its team, including three developers, the central function every teaching and learning tool on campus ran through.
- Introduced a modular content-reuse system on the campus enterprise learning platform so faculty could build a module once and reuse it across courses while keeping shared modules consistent across sections.
- Built a learning-object library with faculty subject-matter experts and student developers, producing interactive objects faculty dropped into their online courses; one let a fully online student assemble a computer from a 3D model, performing the task rather than answering questions about it.
- Reimagined siloed computer labs as one collaborative, peer-driven learning space, a more student-centered model that raised engagement while reducing duplicated staffing.
Online Learning Coordinator
University of Michigan Engineering School, Ann Arbor, MI
2002 to 2004
- Led quality assurance for every online course in one of the world’s largest Six Sigma online programs, designing hyflex structures that combined video, audio, and interactive content, a single program delivered in all three formats: online, in person, and live online.
- Supervised employees running video/sound production; maintained distance learning lecture capture facilities.
- Created the training for a new organization-wide incident and request tracking system and trained all staff on it.
- Served as instructional designer for the College of Engineering’s online professional and continuing-education programs, working daily with engineering faculty and subject-matter experts to design and build every course for a working-professional STEM audience.
- Worked alongside the college’s media team in a full production television studio, producing and shipping weekly course materials, including DVDs mailed to a student cohort in China, and supporting a live option so students could attend in person or remotely.
- Worked in a modular course system that let content modules be reused and rearranged from one course to the next and kept consistent across sections, an approach to reusable, templated course content carried forward ever since.
Product Manager, Higher Education
ProQuest Information and Learning, XanEdu Division (EdTech Startup), Ann Arbor, MI
1999 to 2002
- Owned end-to-end product development for web-delivered educational software; authored detailed requirements engineers could build from, ran usability studies, and translated user research into structured product roadmaps.
- Partnered across engineering, sales, and marketing to prioritize the roadmap and advocate for user needs; presented at national EdTech conferences to gather feedback and drive adoption.
Graphic Designer
Q LTD, Ann Arbor, MI
1997 to 1999
- Designed identity, web, and print campaigns for clients including University of Michigan Business School, SIGGRAPH, ProQuest, The Annenberg Foundation, and the Ann Arbor Transportation Authority; managed client relationships, proposals, budgets, and vendor coordination.
- Worked on large-scale web projects alongside the authors of Information Architecture for the World Wide Web (O’Reilly); contributed to user research and usability studies as part of cross-disciplinary teams pairing IA, design, and development.
Courses Taught
Glendale Community College, Glendale, AZ
Art and Humanities Department · Digital Media Arts and Animation
2005 to Present
AVC 183, Digital Graphic Arts I
Graphic design applications for digital illustration, advertising, typography, and visual communication using industry-standard software.
2026 to Present
AVC 100, Introduction to Digital Arts
Foundation course in digital arts and design with emphasis on creating art using the computer across bitmap, vector, and layout applications.
2010 to Present
AVC 181, Graphic Design I
Design principles and the graphic design process from concept through final product; typography, color theory, layout, and basic identity and branding.
2011 to Present
AVC 182, Graphic Design II
Typography, contrast, and layout applied to consumer advertising, multi-page documents, and comprehensive identity and branding systems.
2011 to Present
AVC 248, Design Self Promotion
Career goal-setting, self-promotional marketing, resume and portfolio development, business ethics, copyright, contracts, and professional networking and interview skills.
2018 to Present
AVC 297AC, Commercial Art Internship
Supervised work experience applying digital design, development, and photographic imaging skills in a business or industry setting; 120 designated hours per semester.
2019 to Present
AVC 280AC, Digital Media Arts and Design Capstone
Practice-based capstone applying program knowledge to a real business or industry challenge; students develop, execute, and present a discipline-specific project.
2010 to 2023
AVC 210, Design Tools for Imagery, Production, and Publishing
Industry-standard image manipulation, digital production, typography, and desktop publishing using integrated Photoshop, Illustrator, and InDesign workflows.
2011 to 2020
AVC 177, Digital Photographic Imaging I
Digital photographic image manipulation using professional software; aesthetic foundations of photographic composition, image editing, and print presentation.
2020
ART 255, Art Marketing
Business practices, marketing strategy, and career development for working artists and designers; pricing, client relations, and promotion in the creative industry.
2018
AVC 281, Graphic Design III
Advanced graphic design problem solving for complex, multi-page projects; emphasis on research, grid systems, hierarchy, and professional presentation to client specifications.
2011 to 2013
AVC 180, Designer’s Tools
Single-application tool courses covering Dreamweaver, Adobe InDesign, Photoshop, and Flash; hands-on proficiency in industry-standard design and web production software.
2005 to 2011
CIS 236, Web-Based Teaching and Learning
Fully online faculty development course preparing community college instructors to design and teach online. Grounded students in online pedagogy, course design, and learner engagement while positioning them as online students themselves to build empathy for the learner experience. Covered instructional communication, assessment design, and course materials development.
2010 to 2011
Washtenaw Community College, Internet Professional Program, Ann Arbor, MI
1999 to 2000
- HTML
- Web Site Fundamentals
- Imaging for the Web
- Advanced Imaging for the Web
- Audio and Video for the Web
College for Creative Studies, Communication Graphics, Detroit, MI
1998 to 1999
- Typography I
- Typography II
Eastern Michigan University, Visual Communications, Ypsilanti, MI
1998 to 1999
- Graphic Design I
- Graphic Design II
Selected Projects & Curriculum Design
Render, AI Student Career Launch Framework
Glendale Community College · AVC 248 Integration · michelleblomberg.com/render · 2025 to Present
A connectivist personal learning environment for students developed in conjunction with Career Services. Gives final-semester students one place to use compartmentalized AI prompting to create their own projects and learning goals, track job search or freelance work, build their portfolio pipeline, and maintain career infrastructure after graduation. Six steps map to a formal career-launch competency taxonomy. Owned end to end from discovery and user research through learning-experience and journey design, requirements, build, and usability testing. Students choose one real job on day one and build the environment against it across the term; at the capstone Render runs a skills-gap analysis between what a student actually built and what that job requires, then exports a portable career agent and a personal learning plan the student keeps and runs in any AI tool after graduation. It is a single self-contained HTML file with vanilla JavaScript and about twenty single-task skills, with no AI service or API behind it: it writes the prompt, and the student runs it in their own AI account and pastes the answer back. Google Sheets and Apps Script carry an anonymous Career Services data flow; it collects no names, and work stays on the student’s own device. Usability tested with students in spring 2026, now piloting in phases with capstone students, starting with resume alignment. The full tool follows once the district turns on Gemini for student accounts. Overview →
UX Design for Interactive Media, New Course in Development
Glendale Community College · Digital Media Arts · AVC course code pending · 2026
A new Digital Media Arts course in development introducing user-experience design for interactive media: user research, information architecture, wireframing, prototyping, and usability testing, with accessibility built in from the start. Approved and being built, launching Fall 2027.
Simulation-Based Assessment and Reusable Learning Objects
Glendale Community College · Applied Data Science, graduate course build · 2026
Designed a professional simulation for each of the course’s eight modules and built four as interactive, browser-based simulations that assess applied problem-solving, for authentic, AI-resistant assessment. Released with OER-grounded course modules under a Creative Commons license, as a Common Cartridge any instructor can import. Reviewed by a data science practitioner; not yet delivered to students.
District Student AI Explainer
Maricopa Community Colleges District · AI Resource Center · 2026
An AI Resource Center product introducing students across the ten colleges to responsible AI use in college, produced by the Student Support and Success domain in collaboration with the Teaching and Learning domain. Delivered as a Canvas-embeddable link any instructor in the district can add to a course. Live and in use across the district.
CopaMigo, Multilingual Student Support Routing Tool
Glendale Community College · michelleblomberg.com/copamigo · 2025 to Present
AI triage tool designed to close the gap between resources that exist and students who don’t know what to call what they need. Students describe their situation in their own language, typed or spoken, and the tool responds in kind, routing them to the right human service with a handoff card showing contact info, hours, and what to ask for. Built on the Claude API around more than two dozen service areas and 100+ hand-verified service links, with email human-handoff, low-level tutoring delivered inline before escalation, and a planned live chat staffed by social work interns. In pilot in the Digital Media Arts program’s Discord, where students are testing it; tested first with Design Studio students.
District Student Support & Success AI Strategy
Maricopa Community Colleges District · AI Resource Center, Domain 5
Co-chair of Domain 5 (Student Support & Success) of the district AI Resource Center and a member of its steering committee; the domain is chartered to identify where AI can responsibly improve the non-classroom services that drive student retention and well-being, across all 10 colleges and 140,000+ students. The work runs as three coordinated initiatives, grounded in the evidence on why students leave: a service inventory and cross-college crosswalk that maps 50+ student-facing functions across all 10 colleges (the same service is named differently at each); a student-journey usability study, in progress, run with 52 AI agents (fifty synthetic student personas, an orchestrator, and an aggregator), with a full task roadmap and a live capture instrument; and a prioritized, human-in-the-loop AI roadmap that answers simple questions itself and routes the rest to a person. Each barrier is scored on a Nielsen severity rating and held as a candidate until human rating; the instrument set includes a 46-task taxonomy. Phase one, the public sites of all ten colleges, is complete; no findings are published yet. The study is scoped to locate where agentic workflows can streamline the student experience and connect students to the support they need, and the findings feed solution evaluation across three paths: vendor products, existing enterprise capability, and building. Framed as organizational change work that surfaces duplicated effort and unmet need and frees staff time for direct student support.
Basic Needs Hub, Consolidated Student Support Services
Glendale Community College · Cross-Functional Initiative Committee · 2026 to Present
Developing the brand identity and marketing system for a major campus initiative consolidating student support services into the former bookstore space: free grocery bodega, cafe seating, social work interns, community partners, laundry pickup, professional clothing closet, and a monthly farmers market. Working in partnership with a paid student design intern, who is executing production through a 300-hour AmeriCorps internship, with AI integrated into her workflow. Also serving on the committee determining resource mix and design direction. Live brand development on a real campus initiative, with a student leading production.
AI Community of Practice
Glendale Community College · Center for Teaching, Learning & Engagement · 2026 to Present
Founded this campus group of 30 members from faculty, staff and administration, which meets monthly. Designed as a lower-stakes peer learning structure to surface AI use that is already happening informally across campus and build shared institutional knowledge. Sessions alternate between on-campus and online; each meeting has a focused topic and a show-and-tell so participants can share what they’re trying in their classrooms. Founded through the Center for Teaching, Learning, and Engagement, its first line of collaborative work is research into authentic assessment in the age of generative AI, starting from the premise that the answer is assessment design rather than detection software.
AVC100 Introduction to Digital Arts, Course Redesign
Glendale Community College · Built and taught · 2025 to 2026
Contracted redesign of the department’s highest-enrollment course, a 1-credit Digital Media Arts entry point with a documented low student success rate. Redesign grounds every module in retention research; each module directly introduces Student Services including Advising, GCC Cares, Tutoring, and Disability Services, embedding wellness into the learning experience. Built as IMSCC for Canvas import. Success is defined as learning, confidence, belonging, and connection to services rather than completion alone. In an end-of-course survey of the students who completed it, apprehension toward opening the software fell from a first-week average of 3.3 to 2.0, and “I know where to go for help at GCC” rose from 3.4 to 4.8; end-of-term averages included 4.7 for making something real in each program, 4.6 for being able to do it again unaided, 4.6 for wanting another course that uses the software, and 4.9 for believing someone here would help them. These are one strand of evidence, read alongside student reflection and the persistence research the design rests on.
Digital Media Arts Discord Community, Student Services Integration
Glendale Community College · Live · 2020 to Present
A closed, cross-program community connecting students across all Digital Media Arts courses. Currently used for peer critique, class announcements, job postings, and events, with tutoring access embedded. The longer goal is connectivist: extending the network beyond the classroom into real industry, employers and advisors participating in portfolio reviews, guest speakers from the field, career services and library integrated as active partners, and students building professional relationships as part of their studies rather than after. That outward reach into industry is what makes it a learning network, not just a discussion board. Research and precedent document: Discord Community Building in Higher Ed →
ART280 Design Studio, Cross-Disciplinary Capstone
Glendale Community College · 2011 to 2023
Designed and led a cross-disciplinary studio environment where students worked with real campus clients on live deliverables: the award-winning Traveler publication, app interfaces, a 95-foot mural, web and print design, and video campaigns. Each project ran on a written brief, a student project manager, a client proof cycle, and a deadline; one was a silent animated explainer for the district open-educational-resources program, storyboarded and animated to read on sound-off campus displays. It lives on as a grant-funded, paid professional studio led by other faculty.
The Traveler Literary and Visual Arts Publication, Faculty Advisor
Glendale Community College · 2011 to Present
Faculty advisor for GCC’s nationally award-winning annual student literary and visual arts publication. Coach the student design team through the full production cycle: branding theme, design and typography, print production, and launch. Three-time recipient of the College Media Association Pinnacle Award for College Literary Magazine (2015, 2016, 2025) and a repeat selection in the Best of Phoenix Design Show by AIGA (2017 to 2022). Long-running model of student design leadership and authentic creative production embedded in a credit-bearing course.
Cultivate, AI & EdTech Professional-Development Hub
Personal build · michelleblomberg.com/cultivate · 2024 to Present
A connectivist personal learning environment and the first AI build in this portfolio, the experiment the rest grew from. A set of linked HTML pages with no backend and no build step, offline-first with local caching, that keeps AI-in-education professional development, trainings, and conferences in one place. Its most involved piece is a curated news feed running a custom keyword classifier over sixty-two RSS sources, with a multi-proxy fetch waterfall so feeds still load when one proxy fails. Built with Claude. Stable and in daily use. Overview →
Dial Your Course, Canvas Course-Quality Auditor
Independent build · michelleblomberg.com/course-dialer · 2026 to Present
Prompted by a regional accreditor’s seat-time finding for online courses, where the course package is the only evidence the promised student hours were delivered, it is a drop-in tool that reads a Canvas .imscc course export and runs nineteen checks against it: seat time and workload, measurable objectives and their Bloom’s Taxonomy level, outcome and objective alignment, alignment to institutional learning outcomes, accessibility, and how AI-resistant the assessments are. It can also enforce a course style guide so pages and formatting stay consistent. It reports only what it can compute, names the standard and the location for every finding, and writes approved fixes back into a package ready to reimport. Nothing is transmitted and no account or server is used, since a Canvas export carries no student data. Automates the countable part of the Quality Matters and SUNY OSCQR reviews Michelle performs by hand as a lead reviewer. Version 1 is in use in the Digital Media Arts program; a model-assisted second version is in development, with faculty testing next. Overview →
Syllabus Checker, Automated Compliance Review
Glendale Community College · michelleblomberg.com/syllabus-checker · 2026
Faculty submit a syllabus through the department’s existing Google Form and receive a response within seconds: confirmation of completeness, or an itemized account of what is missing against the MCCCD Regulation 3.6 required elements, program additions, and the approved seat-hour and Regular and Substantive Interaction language, with the correct wording supplied inline. Results write back to the form’s response spreadsheet as status columns, giving the department one sortable view of compliance without an inbox of individual reports. Built read-only on Google Apps Script and Sheets; nothing leaves the district environment and no student data is implicated, since a syllabus contains none. Built and in use in the Art and Humanities department. Overview →
AI Pilot Framework, Prototype to Production
Maricopa Community Colleges District · AI Resource Center · 2026
Drafted the framework, since revised and released district-wide by the district AI CIO and now accepting pilots, that the district AI Resource Center uses to take a faculty-built AI prototype off a personal server and run it as a safe, district-hosted pilot with real faculty, staff, and students, then move a successful pilot into production. It defines a one-page intake and registry, isolated sandbox hosting in containers, an approved-API path, clear guardrails (data minimization, FERPA, human in the loop, transparency, a sunset date), and a concrete evaluation-to-production gate so a tool is never left in “pilot forever.” Adapts the NIST AI Risk Management Framework, EDUCAUSE AI governance guidance, WCET, and ITIL practice into a lightweight faculty path. Overview →
Rough Cut, Program Recruitment Newsletter & Outreach Pipeline
Glendale Community College · michelleblomberg.com/roughcut · 2025 to Present
A quarterly outreach newsletter for the four GCC digital media programs, Animation, Digital Media Arts, Film and Media, and Photography, aimed at regional feeder high schools to reach future students before for-profit and private colleges lock them in. The whole visual system was designed with AI on purpose, to learn from experience how far a model can be pushed on a real design problem with a real deadline. The harder half was the targeting: working with AI to research every high school in the priority zone and build a living contact list of more than 200 named CTE instructors, art and media teachers, yearbook advisors, club sponsors, and counselors who actually talk to students about where to go next. Runs on Google Apps Script and a Google Sheet, with a visit form for schools that want to tour the studios. In progress; the first issue has not been sent yet. Overview →
Digital Media Jobs Board, Scheduled Agent
Glendale Community College · In the Digital Media Arts Discord · 2025 to Present
A scheduled Claude task that posts a few new, verified, paid, entry-level jobs and internships in the students’ fields to the Digital Media Arts Discord twice a week through a Discord webhook, Phoenix area first and remote where the field calls for it, so opportunity comes to students rather than the other way around. Part of the connectivist through-line: keep the learning network reaching outward into the industry students are about to enter. In production. Career Services workshop links are planned for the board.
Wayfinder, Agentic Road-Trip Planner
Personal build · michelleblomberg.com/wayfinder · 2026
A single-page road-trip itinerary planner that pulls the scattered logistics of a long drive, weather, fuel strategy, road clearance, fire restrictions, campsites, and backup plans, into one page that stays usable on the road and off-signal. A companion generator takes a traveler’s interests and builds a tailored itinerary in the same format, so a personal build becomes a tool anyone can use. A self-contained HTML file, built with Claude. Overview →
Publications & Curriculum Frameworks
Graduate Publication
Education Transformed: How Open Network Learning and Personal Learning Environments are Changing the Way We Learn and Teach
Blomberg, M. et al. · Northern Arizona University · Contributed a chapter to this collaborative graduate volume on connectivist practice and personal learning environments, written for a faculty audience. Render is the practical realization of this framework, a connectivist personal learning environment built with AI.
2017
Curriculum & Design Documents
Establishing a Campus-Wide Artificial Intelligence Advisory Committee
Blomberg, M. · Glendale Community College · Authored this document establishing the need for a formal committee with backup research submitted to college governance.
2026
Render Skills Taxonomy and Career Launch Framework
Blomberg, M. · Glendale Community College · Formal competency map for creative professional post-graduation development across five domains: portfolio, resume, networking, learning, and self-promotion.
2025
AVC100 Course Redesign Documentation
Blomberg, M. · Glendale Community College · Evidence-based redesign informed by Qualtrics retention data, learning science literature, and student wellness research.
2025 to 2026
HLC Accreditation Documentation, Criteria 3 and 5
Blomberg, M. · Glendale Community College · Contributed to two accreditation cycles authoring evidence for Criterion 3 (Teaching and Learning: Quality, Resources, and Support) and Criterion 5 (Resources, Planning, and Institutional Effectiveness), documenting online and hybrid learning quality, CTE program outcomes, and institutional planning processes.
2010 to 2012 & 2020 to 2022
eCourses Charter
Contributing author · Glendale Community College · Established instructional design standards, course quality expectations, and governance for online course development college-wide.
2010 to Present
Presentations & Faculty Development
From Classroom to Career: A Student Dashboard Built with AI
Mesa Community College AI Summit · 50-minute session introducing Render, an AI-powered career dashboard built with Claude for Digital Media Arts students. Demonstrates how structured AI tools can connect coursework to career outcomes across any discipline.
2026
Online Learning Mentorship & Canvas Help for Art Faculty
Glendale Community College · Led emergency online transition support for more than 45 art and humanities faculty during COVID; ongoing individual coaching throughout the pandemic.
2020 to 2022
eCourses Lunch & Learn Series
Glendale Community College · Ongoing faculty professional development on Canvas best practices, Bloom’s Taxonomy rubric design, active learning, and retention strategies.
2015 to 2023
Successful Course Collaboration with Career Services, Library & Tutoring
Glendale Community College · Cross-departmental session on integrating campus support services as intentional learning design elements.
2017
Virtual Field Trips with YouTube VR
Northern Arizona University / Flagstaff Unified School District · Trained K-12 teachers on VR technology integration using connectivist learning theory. Co-presenter: Todd Couchon.
2017
Think Inside the Box
Glendale Community College · Showcased cross-disciplinary student projects to inspire faculty.
2016
STEAM Cross Disciplinary Student Collaboration
Glendale Community College
2016
STEAM Diaries: Quest to Build a Campus STEAM Program
League for Innovation STEMTech Conference, Phoenix; Maricopa Student Success Conference, Phoenix · Co-presenter: Kristin Bennes.
2015
Broadening Communications for Online or Hybrid Classes Using Google+
Glendale Community College · Hands-on workshop introducing faculty to Google+ Hangouts and Stream for synchronous and asynchronous critique feedback.
2012
Online/Hybrid Art Classes with Google+
Maricopa Technology Conference, Mesa, AZ · Demonstrated Google+ tools for synchronous and asynchronous classroom use.
2012
Twitter for Educators, Facebook for Educators, Introduction to ArtStor
Glendale Community College · Series of emerging technology faculty workshops.
2009 to 2010
Technology Midway: Get Your Ducks in a Row with Web 2.0
Glendale Community College · Poster session exploring RSS feeds, Blackboard, Ning, Facebook, Twitter, Wordle, Doodle, and Poll Everywhere for educators. Co-presenter: Juliane Roybal.
2009
Dialog Day: Managing the Blackboard Content System
Maricopa Center for Learning and Instruction · Faculty in-service on file storage, course planning, and optimal system use. Co-presenter: Randy Anderson.
2007
Planning for the Blackboard Content System
Blackboard World Conference, Boston · District-wide rollout plan presented to a national audience. Co-presenters: Dr. Lisa Young, Randy Anderson.
2007
Wireless, Handhelds and Mobile Labs
Maricopa Center for Learning and Instruction · Instructional Technology Interest Group session showcasing faculty projects.
2005
Macromedia Captivate
Ocotillo Retreat, Maricopa Center for Learning and Instruction · E-learning interactions and task/audio capturing using animation software.
2005
Girls Exploring Technology
Glendale Community College · Technology coordinator for annual one-day event for middle school girls: hardware building, 3D drawing, animation, and web design.
2005
Education
Master of Education, Educational Technology · Adult Online Learning Emphasis
Northern Arizona University, Flagstaff, AZ (Online)
2017
Bachelor of Fine Arts, Visual Communications
Eastern Michigan University, Ypsilanti, MI
1998
DeProgram Dutch Design Program
Eastern Michigan University · Netherlands and the United Kingdom
Summer 1995
Microcredentials & Continuing Education
Exploring Generative AI for Learning Design
University of Michigan · Coursera course certificate on generative AI as a design partner in the learning design process. Earned.
2026
Building Effective Human-Agent Teams Certificate
Anthropic Academy · Course on designing and working in teams of people and AI agents. Earned.
2026
AI for Instructional Design: Collaborating with Intelligent Systems
EDUCAUSE · Cohort certificate on applying artificial intelligence to instructional and learning design. Earned.
2026
Google Generative AI Leader (GAIL) Training
Google · Intensive two-day virtual training for education leaders on generative AI tools, applications, and strategies for institutional adoption. Completed.
2026
League for Innovation AI Fellows
Selective cohort for community and technical college leaders advancing campus AI initiatives; participants design and present a real-world AI project during a capstone session. Earned.
2026
AI Fluency: Framework and Foundations Certificate
Anthropic Academy · Earned.
2026
AI Fluency for Educators Certificate
Anthropic Academy · Earned.
2026
Teaching the AI Fluency Framework Certificate
Anthropic Academy · Earned.
2026
Claude 101 Certificate
Anthropic Academy · Earned.
2026
Introduction to Claude Cowork Certificate
Anthropic Academy · Earned.
2026
Professional Scrum Product Owner I (PSPO I)
Scrum.org · In progress.
2026
Prompt Engineering
Purdue University · Completed.
2025
Applying the QM Rubric
Quality Matters · Earned.
2014
Tools & Technical Fluency
Service, Committees & Memberships
AI Resource Center, Maricopa Community College District
Steering Committee member · Student Support & Success Co-Chair, Domain 5 · Co-chairing the domain’s AI strategy across 10 colleges and 140,000+ students: a 50+ service cross-college inventory, a 52-agent student-journey usability study (in progress), and a prioritized, human-in-the-loop AI roadmap. Also drafted the framework the AI Resource Center can use to take a faculty-built AI tool from prototype to a safe district-hosted pilot to production, and served on the cross-domain team that produced the district student AI explainer with the Teaching and Learning domain.
2025 to Present
Founder, AI Community of Practice, Glendale Community College
Campus community of practice of 30 members from faculty, staff and administration, meeting monthly, founded through the Center for Teaching, Learning and Engagement; its first line of work is collaborative research into authentic assessment in the age of generative AI.
2026 to Present
Online Educational Resources Committee, Glendale Community College
Maricopa OER initiatives have saved students over $2 million in textbook costs.
2023 to Present
eCourses Committee, Art Department Representative, Glendale Community College
2010 to Present
eCourse Lead Reviewer (Quality Matters and OLC/OSCQR), Glendale Community College
2011 to Present
Peer Assistance and Review Committee, Glendale Community College
Faculty tenure review; PAR Mentor to three probationary faculty, 2016 to 2023.
2016 to Present
Instructional Council, Art Program Curriculum Development, Maricopa Community Colleges
2010 to 2016 & 2025 to Present
HLC Accreditation Committee, Glendale Community College
Criteria 3 and 5.
2010 to 2012 & 2020 to 2022
Guided Pathways Committee, Maricopa Community Colleges
Aligned curriculum across 10 colleges; redesigned Arts and Humanities majors for consistency and industry alignment.
2017 to 2019
eLearning Advisory Group, Maricopa Community Colleges
Co-Chair 2009 to 2010 · The group represented 250,000+ users of the Maricopa system.
2004 to 2013 & 2019 to 2020
President’s Technology Advisory Taskforce, Glendale Community College
2004 to 2010
Conference Session Submission Reviewer, EDUCAUSE
2008 to 2010
Campus Representative, EDUCAUSE
2005 to 2010
Awards & Recognition
Gaucho Globe Award for Open Educational Resources
Glendale Community College
2026
College Media Association Pinnacle Award, College Literary Magazine
The Traveler, faculty advisor
2015, 2016 & 2025
Best of Phoenix Design Show, American Institute of Graphic Arts
The Traveler Literary and Visual Arts Publication, faculty advisor
2017 to 2022
One Maricopa Award, Chancellor of Maricopa Community Colleges
21st Century Maricopa Committee
2010
One Maricopa Award, Chancellor of Maricopa Community Colleges
Blackboard Testing Team
2009
OIT Technology Award, Glendale Community College Technology Committee
Single point of contact Help solution
2005