Education

Return to: College of Education and Integrative Studies

www.cpp.edu/~education/

Jann Pataray-Ching, Chair

Participating Faculty

Michael Slaughter, Social Sciences
Laurie Riggs, Mathematics
Kimberly Miller, Agriculture
Nicki Wickler & Paul Beardsley, Sciences
Janine Riveire, Music
Dewey Hall, English
Andrea Metzker, Physical Education
Elizabeth Foster, Adapted Physical Education
Amalia Llombart, Spanish

The Department of Education at California State Polytechnic University, Pomona is committed to the pursuit of excellence in education and to the search for new knowledge about the teaching and learning process. The university, through the Department of Education, accepts the responsibility for the preparation of future P-12 educators, and strives to provide equal educational opportunities for all qualified candidates who wish to become teachers, administrators, and educational leaders.

Vision

The Education Department will be the model for preparing highly-qualified education professionals by inspiring creativity and innovation, embracing local and global challenges, and transforming lives through the integration of teaching, learning, scholarship, and creative activities.

Mission Statement

The mission of the Education Department of the College of Education and Integrative Studies is to cultivate successful education professionals in a diverse community that practices innovation, discovery, and experiential student-centered learning.

Core Values

• Academic Excellence - We promote academic quality and excellence through relevant teaching, learning, scholarship, and creative activities with faculty who lead by example in an evidence-based culture.
• Experiential Learning - Our polytechnic identity fosters an integrative approach to education through collaboration, discovery, learn-by-doing, and the innovative use of technology and other tools. We value critical thinking, reflection, informed risk-taking, and continuous learning.
• Student Success - We are committed to educational experiences and supportive services that engage and challenge our students, build on student strengths and culture, enhance personal well-being and growth, provide career opportunities in education, and foster ethical citizenship.
• Inclusiveness - Our diversity across multiple dimensions reflects and enhances our community. We are welcoming and respectful, and we value diversity. We promote social justice through equity, access, and advocacy.
• Community Engagement - We foster reciprocal, meaningful, and socially just relationships with community partners and stakeholders in all spheres of education.
• Social and Environmental Responsibility - As global citizens, our individual and collective actions reflect our commitment to one another, society, and the environment as we shape the future in positive ways.

General Information

All programs for candidates seeking educator credentials are approved and monitored by the California Commission on Teacher Credentialing (CTC). Since credential programs described in this publication are subject to change, candidates are urged to seek current information concerning new credential requirements and deadlines from appropriate advisors in the Department of Education. Information concerning teacher-preparation programs at Cal Poly Pomona, including the pass rate on teacher certification examinations, may be obtained from the department website and Credential Services Office.

Teacher Education is central to the mission of the CSU and a priority at both the system and campus levels. Cal Poly Pomona embraces the preparation of teachers as a responsibility shared by all. Thus, the preparation of educators at Cal Poly Pomona is a university-wide function.  Faculty members from each subject area specialization in discipline-related colleges provide the connection between the subject matter content knowledge and the art and science of teaching.

Cal Poly Pomona’s credential programs are fully accredited by the California Commission on Teacher Credentialing. Programs that are offered lead to the following credentials and areas of specialization:

1. Basic or Initial Teaching Credential Programs:  

• Multiple Subject (elementary education)
• Single Subject (secondary education)
  •  Agricultural Education
  •  Art
  •  English
  •  History/Social Science
  •  Mathematics (including Foundational Mathematics)
  •  Music
  •  Physical Education/Adapted
  •  Science: Biology, Chemistry, Geoscience, Physics, Foundational Science
  •  Spanish
• Education Specialist (special education) Mild/Moderate - Preliminary
• Education Specialist (special education) Moderate/Severe - Preliminary
• Agriculture Specialist

Note(s): Internship programs are available in all basic credentials listed above. The Bilingual Authorization for Spanish or Asian (Mandarin/Cantonese) languages may be added concurrently or after completing any of the basic credentials listed above. See section of Advanced Credentials and Added Authorizations.

2. Advanced Credential and Added Authorization Programs: 

• Adapted Physical Education Added Authorization
• Administrative Services Preliminary Credential Tier I and Tier II
• Bilingual Authorization in Spanish and Asian (Mandarin Chinese) languages
• Reading Certificate Added Authorization

Advising and Orientation Sessions

Educator candidates should initiate contacts and appointments for appropriate program advising early in their undergraduate program.  Since it is possible to begin the credential program in the undergraduate years, it is recommended that contact be made with the Credential Service Office by the end of the sophomore year.  Students may petition to apply up to 13 units of credential course work completed while an undergraduate student to credential and graduate requirements.

Credential information materials and state credential requirements can be obtained at the Credential Services Office. Orientation sessions are held during each academic semester. Detailed information on session dates and locations is available from the Credential Services Office and online at http://www.cpp.edu/~ceis/education/credential-programs/orientations-and-deadlines.shtml.  Academic advisors are also assigned to individuals seeking a credential upon application to the program. Advice regarding the academic major is available in the academic discipline department appropriate to the credential be sought.

State and CSU credential regulations require students to verify subject matter content knowledge for the credential sought by successfully completing the appropriate state examination (CSET) or an appropriate approved academic program of study. Subject matter competency is required of all students prior to program admission.

Cal Poly Pomona has approved subject matter authorization programs in each the following areas for teacher candidates planning to enter the Single Subject Credential Program:

The Department of Education offers orientation sessions for each of the basic credential programs. Attendance at or completion of the online orientation session is required for admission to a program. Detailed information on orientation dates and locations is available from the Credential Services Office and online http://www.cpp.edu/~ceis/education/credential-programs/orientations-and-deadlines.shtml.

Requirements for Teaching Credentials

The California State requirements for earning a Preliminary Multiple Subject, Preliminary Single Subject Credential, or Preliminary Education Specialist Preliminary Level I Credential include:

1. A baccalaureate (or higher) degree, in any major other than professional education, from an accredited institution.
2. Passing scores on the California Basic Education Skills Test (CBEST) or equivalent.
3. Satisfactory completion of at least 2 semester or 3 quarter units of work on the provisions and principles of the Constitution of the United States or successfully passing the appropriate U.S. Constitution examination.
4. Satisfactory completion of an approved program of professional preparation, including Clinical Practice.
5. Demonstration of subject matter competence in the initial credential area, achieved through completion of the subject matter preparation program with no grade lower than a C with an overall GPA of 2.75 approved by the California Commission on Teacher Credentialing. The requirement may also be met by passing the appropriate sections of the CSET.
6. Multiple Subject and Education Specialist Credential candidates must pass the Reading Instruction Competence Assessment (RICA) or take Reading Certificate Added Authorization coursework before being recommended for a Preliminary Credential.
7. Satisfactory completion of a course requirement in health issues in schools.
8. Possess a current CPR card including CPR for adults, children, and infants.
9. Satisfactory completion of training in the needs and methods of providing educational opportunities to individuals with exceptional needs. EDU 5302  meets this requirement.
10. Evidence of computer competence.
11. Completion of state mandated TPA (Teaching Performance Assessment).

Candidates may be recommended for a preliminary Multiple or Single Subject credential upon completion of requirements 1-11. Education Specialist candidates must complete #1-10 and the Preliminary credential requirements.

Admission through Program Completion Procedures for Basic Credential Programs

Applications are required at various points in the program as candidates transition through each phase of the program. The applications are required to ensure that all standards of performance are met at the various stages of the program. The process for obtaining a teaching credential includes the following steps:

1. Application and admission to Cal Poly Pomona (CSU application)
2. Application and admission to the specific educator preparation program
3. Application and admission to Clinical Practice (Clinical Practice application) for Multiple Subject, Single Subject, and Education Specialist candidates.
4. Application for the credential.

STEP 1: APPLICATION AND ADMISSION TO CAL POLY POMONA

Preliminary Credential Program Application. Admission into the credential program is a two-step process; university admission and program admission. Please use the information on this checklist (see below) and the program admission website as a guide. You may contact the Credential Analyst for your intended program with questions related to these program admission requirements at (909) 869-4400.

STEP 2: REQUIREMENTS FOR ADMISSION TO THE BASIC CREDENTIAL PROGRAMS

The program admissions process is a holistic process that includes required data, application forms, tests, writing samples, and at least one interview. A selection committee takes into account all candidate data.  The committee is composed of department representatives who make recommendations regarding application to the program.  Complete admissions information and forms are available online at https://www.cpp.edu/~ceis/education/semester-conversion/Application1.docx. Criteria for program admission is subject to change by the California Commission on Teacher Credentialing. The most current information  at the time of this publication is available at the website provided above.

Credential program admission requirements include:

PRELIMINARY CREDENTIAL APPLICATION CHECKLIST

Admission into the credential program is a two-step process; university admission and program admission. Please use the information on this checklist and the program admission website as a guide. You may contact the Credential Analyst for your intended program with questions related to these program admission requirements at (909) 869-4400.

*Credentialed teachers returning for an additional credential: submit all items except 4,5 7 & 8

1. Application to Cal Poly Pomona ($55 fee)
2. Application to the Credential Program ($25 fee)
3. Certificate of Clearance
4. Basic Skills Requirement:     
   • CBEST passing scores
     OR
   • Verification of state approved options for meeting the basic skills requirement
5. Subject Matter Competence:
   • Passing scores for CSET (all sections)
     OR
   • Subject Matter Preparation Program Verification

The forms required in the following section and detailed information can be found here http://www.cpp.edu/~ceis/education/semester-conversion/admission.shtml

6. TB Clearance
7. US Constitution (CSU graduates already have this) or plan to complete
8. Field Experience Verification
9. Statement of Purpose
10. Statement of Exceptional Admission (if you are missing any items or if your overall GPA is below 2.67 or last 60 semester units below 2.75)
11. Academic and Experience with Youth recommendations
12. Student Program Plan
13. Orientation Attendance (Education Specialist programs only)

Make copies of your documents prior to submitting them to the Credential Analyst by the established deadline. The official method of communication is Cal Poly Pomona email. You will be contacted via CPP email to schedule your entrance interview within two weeks of the application deadline.

STEP 3: ADMISSION TO CLINICAL PRACTICE

1. Application for Clinical Practice: Submit to the Credential Services Office by the deadline. Application deadlines are posted in the Credential Services Office and on the Department of Education’s website.  Candidates seeking supervision on an Intern Credential must make an appointment with the Intern Program Coordinator and attend the Intern Orientation. All candidates must attend a mandatory, credential specific orientation.
2. Completion of all courses prior to beginning Clinical Practice. If the applicant is concurrently pursuing the Bilingual Authorization, all Bilingual Authorization emphasis courses must also be completed prior to the beginning of Clinical Practice. Candidates for the Bilingual Authorization must meet the Spanish or Chinese language competency requirement prior to Clinical Practice enrollment.
3. Verification of an overall GPA of 3.0 or higher in all professional education courses and 2.75 minimum GPA in all subject matter courses. A grade lower than a “C” will require that the candidate repeat the course and earn at least a B grade. In Clinical Practice, only grades of credit/no credit are assigned.
4. Verification of the completion of all conditions and/or prerequisites identified at the time of program admission.
5. Current T.B. test with negative results (results are valid for four years) or chest x-ray.
6. Valid Certificate of Clearance registered on CTC website.

STEP 4: APPLICATION FOR THE CREDENTIAL

In the final stage of Clinical Practice candidates receive an email from the Credential Services Office with instructions on how to apply for the credential. When the application is submitted, the program Credential Analyst completes an evaluation of the candidate’s coursework and verifies that all other requirements have been met. The Credential Recommendation form and instructions can be found at http://www.cpp.edu/~ceis/education/credential-programs/resources/Credential-Recommendation-Form.pdf.

Advanced Credential and Added Authorization Programs

Advanced credentials and added authorizations require a basic or initial credential to supplement the basic knowledge, skills, and dispositions of a teacher.  No added authorizations or advanced programs stand alone as a teaching credential.

Master’s Programs

The university offers a Master of Arts in Education degree. Within that degree are multiple options to meet the needs of educators who seek to (1) develop into highly competent teacher leaders in an area of specialization, (2) become a school administrator with a focus on improving student learning, (3) prepare to teach, research, and consult with business and industry, and/or (4) become an educational technology expert with competence in designing technology-based experiences for learners in a variety of educational settings.

Admission to the Program

Applicants must hold a bachelor’s degree from an accredited institution and have a valid teaching credential or have been admitted to a credential program at this university. A teaching credential is not required for candidates applying to the Educational Multimedia Subplan/Option. Candidates entering the master’s program may be admitted with a conditional status with the consent of the Graduate Coordinator.

International Students - Graduates of foreign universities are exempt from credential requirements as a prerequisite for pursuit of a graduate degree, however, they must show equivalent preparation and experiences. International students are required to take the TOEFL examination as a condition of admission.

Conditional Admission - Applicants who do not meet the minimum grade point average of 3.0 overall in undergraduate work or 3.0 in prior graduate work, but who show compensating strengths, may be admitted conditionally by petition. Candidates with conditional status are provided a written statement of admission conditions, including the time within which the conditions are to be met. If the conditions are not satisfied within the specified time, the candidate will be denied further enrollment in the program.

Undergraduate Students - Candidates completing a baccalaureate degree from this university and planning to continue in graduate study must apply for admission to the Master of Arts in Education program during the final quarter of the senior year to be considered for programs that do not require a teaching credential. Consult the Office of Admissions for application process.

Credential Students - Students in a credential program who have already been admitted to the university as a post-baccalaureate student, may file a petition to Change/Add Graduate Degree Objective to request admission into a master’s degree program in lieu of reapplying to the university. Candidates seeking admission to a graduate degree program by petition are subject to the same requirements as applicants applying directly for graduate admission.

Note(s): All M.A. candidates must complete a preliminary contract for a formal degree program in consultation with the Graduate Coordinator or Graduate Degree Program Advisor within the first three months of admission.

General Program Requirements

1. A minimum of 30-semester units of acceptable graduate level work must be completed in the program and must be at the 5000 to 6000 level (graduate). Petitions must have the approval of the program advisor, Graduate Coordinator, Department Chairperson, and the Dean. Methods courses in the credential program and clinical practice units may not be applied to the master’s degree.
2. No more than 10 units of acceptable graduate credit may be transferred from another graduate institution. No more than 9 units taken through the College of the Extended University (CEU) may be used as part of the MA degree program. Students completing an undergraduate degree may apply no more than 13 units as graduate credit. A total limit of 9 units of transfer, Extended University, and/or units petitioned for graduate credit may be included on a master’s contract. No coursework older than 7 years may be applied to the MA degree.
3. A grade point average of 3.0 (B) or better must be maintained in all upper-division undergraduate and graduate courses to satisfy the requirements for the Master of Arts in Education degree.
4. Completion of all requirements for a teaching credential, or equivalent, is required prior to the granting of the degree of Master of Arts in Education. Certain exceptions can be made at the discretion of the department.
5. Advancement to Candidacy must be applied for and granted prior to embarking on the culminating experience (thesis, project or comprehensive examination). The comprehensive examination option is only available to candidates enrolled in the special education subplan/option.
6. The Graduation Writing Test (GWT) requirement must be satisfied by the second quarter following program admission.  This is a CSU requirement and applies to all students seeking an undergraduate or graduate degree in the CSU. The requirement does not apply to those students seeking only a credential.
7. A thesis, project, or comprehensive examination must be satisfactorily completed as a culminating requirement. The comprehensive examination is available only to students in the Special Education Subplan/Option.
8. Candidates must abide by University policies regarding continuous enrollment and leave of absences.

Curriculum

The Master of Arts in Education is purposefully designed to be a flexible program requiring a minimum of 30 units, organized into the four elements:

1. Subplan/Option Required Core (12-18 units) - These course are selected by the candidate and advisor to meet the candidate’s academic needs, based upon previous preparation and the requirements of employment. Courses selected are structured around the MA program subplan/options described below.

2. Subplan/Option Electives (up to 12 units) - These courses may come from approved upper- division and graduate from offerings in education or other appropriate disciplines to complement the rest of the student’s curriculum in consultation with the graduate coordinator and program advisor.

3. Research Methods (up to 6 units) - A series of research courses designed to prepare candidates for conducting research, developing projects, and applying research to the improvement of teaching and learning. Research methods courses are selected by candidates and advisors to best prepare candidates to successfully complete a culminating experience.

4. Culminating Experience (up to 6) - All master’s candidates must successfully complete a culminating experience to demonstrate competency in the chosen specialization at the expert level.

Each candidate works with an advisor to develop a curriculum contract that meets the candidate’s professional goals guided by one of the subplans/options. This contract constitutes the candidate’s curriculum to complete the degree. All contracts must be approved by the candidate’s graduate program advisor, the graduate program coordinator, the department chair, the dean, and the university graduate studies analyst. Any changes to the contract require the same set of approvals as the original contract.

Program Subplans/Options within the Master’s Degree

All candidates must complete requirements described above.  The subplans/options provide the framework for the areas for the subplan/option core and subplan/option electives that define the candidate’s curriculum contract.

Master of Arts in Education with Subplans/Options in:

• Curriculum and Instruction
• Educational Multimedia
• Educational Leadership
• Special Education

Programs

• Adapted Physical Education Added Authorization: 20 units
• Administrative Services Credential: 16-24 units
• Agriculture Specialist Credential: 11 units
• Bilingual Authorization
• Intern Credential Program: 36 units
• Multiple Subject Credential: 42 units
• Preliminary Education Specialist Credential, Mild/Moderate Disabilities: 45 units
• Preliminary Education Specialist Credential, Moderate/Severe Disabilities: 48 units
• Reading and Literacy Added Authorization: 15 Units
• Single Subject Credential: 36 units

• Education, M.A. - Curriculum and Instruction Subplan/Option: 30 units
• Education, M.A. - Educational Multimedia Design Subplan/Option: 31 units
• Education, M.A. - Special Education Subplan/Option: 30 units

Courses

• EDU 5000 - Special Study for Graduate Students (1-3)
• EDU 5010 - Foundations of Teaching and Learning (3)
• EDU 5020 - Foundations of Education in a Diverse Society (3)
• EDU 5030 - Introduction to Professional Work in Schools (2)
• EDU 5100 - Introduction to Literacy Instruction (3)
• EDU 5105 - Language Arts, Second Language Acquisition, and Children’s Literature (3)
• EDU 5110 - Theory and Practice in Mathematics Education (3)
• EDU 5115 - Theory and Practice in Science and Health Education (3)
• EDU 5120 - Theory and Practice in Teaching Elementary Social Sciences (3)
• EDU 5125 - Theory and Practice in Elementary Movement, Visual, Performing Arts Education (3)
• EDU 5150 - Novice Clinical Practice for Elementary Teachers (3)
• EDU 5160 - Multiple Subject Clinical Practice (1-9)
• EDU 5180 - Teaching Performance Assessment for Elementary Teachers (3)
• EDU 5190 - Seminar in Teacher Preparation Issues (3)
• EDU 5200 - Secondary Reading and Writing in the Content Areas (3)
• EDU 5205 - Secondary Curriculum and Methods (3)
• EDU 5210 - Teaching Secondary English Learners (3)
• EDU 5215 - Models of Secondary Instruction (3)
• EDU 5220 - Building Relationships with Youth, Families, and Communities (3)
• EDU 5250 - Novice Clinical Practice for Secondary Teachers (3)
• EDU 5260 - Single Subject Clinical Practice (1-9)
• EDU 5280 - Teaching Performance Assessment for Secondary Teachers (3)
• EDU 5302 - Educating Students with Disabilities in Diverse Settings (3)
• EDU 5310 - Characteristics of and Instructional Strategies for Students with Mild/Moderate Disabilities (3)
• EDU 5312 - Characteristics of and Instructional Strategies for Students with Moderate/Severe Disabilities (3)
• EDU 5320 - Transition Planning Through Family and Professional Collaboration (3)
• EDU 5322 - Law, Ethics, and Research in Special Education (3)
• EDU 5324 - Educational Assessment of Students with Disabilities (3)
• EDU 5332 - Positive Classroom and Behavior Management (3)
• EDU 5334 - Multi-Tiered Literacy Assessment and Intervention (3)
• EDU 5336 - Mathematics Instruction for Students with Disabilities (3)
• EDU 5338 - Education Specialist Intervention Practicum (4)
• EDU 5340 - Differentiating Curriculum and Instruction in the Content Areas (3)
• EDU 5342 - Curriculum and Instruction for Students with Moderate/Severe Disabilities (3)
• EDU 5345 - Clinical Practice and Seminar for Preliminary Education Specialist Mild/Moderate Credential (1-9)
• EDU 5346 - Clinical Practice and Seminar for Preliminary Education Specialist Mild/Moderate Intern Credential (1-9)
• EDU 5347 - Clinical Practice and Seminar for Preliminary Education Specialist Moderate/Severe Credential (1-9)
• EDU 5348 - Clinical Practice and Seminar for Preliminary Education Specialist Moderate/Severe Intern Credential (1-9)
• EDU 5350 - Professional Induction and Directed Inquiry (3)
• EDU 5352 - Advanced Curriculum and Instruction in Mild/Moderate Settings (3)
• EDU 5354 - Advanced Study of Moderate/Severe Disabilities (3)
• EDU 5356 - Comparative Special Education (3)
• EDU 5358 - Diversity in Special Education (3)
• EDU 5360 - Emotional and Behavioral Disorders: Characteristics and Educational Interventions (3)
• EDU 5362 - Indirect Service Design and Management in Special Education (3)
• EDU 5364 - Advanced Transition Planning Across the Lifespan (3)
• EDU 5366 - Assistive Technology in Special Education (3)
• EDU 5370 - Role of the Education Specialist in the 21st Century (3)
• EDU 5400 - Teaching and Learning in Spanish-English Bilingual Settings (3)
• EDU 5410 - Internship Multiple Subject Clinical Practice (1-9)
• EDU 5420 - Internship Single Subject Clinical Practice (1-9)
• EDU 5450 - Bilingual Practice Seminar (3)
• EDU 5990 - Special Topics for Graduate Students (1-3)
• EDU 5990A - Special Topics for Graduate Students Activity (1-3)
• EDU 5990L - Special Topics for Graduate Students Laboratory (1-3)
• EDU 6910 - Directed Research (1-3)
• EDU 6920 - Independent Research (1-3)
• EDU 6990 - Master’s Degree Continuation (0)

• ECI 5000 - Special Study for Graduate Students (1-3)
• ECI 5100 - Introduction to Design-Based Learning (3)
• ECI 5110 - Design-Based Learning as a Process (3)
• ECI 5120 - Long-Range Planning Strategies (3)
• ECI 5130 - The Classroom and the Environment (3)
• ECI 5140 - Developing a Cumulative Curriculum Presentation (3)
• ECI 5150 - Teaching Creative Thinking (3)
• ECI 5160 - Strategies for Integrated Long-Range Curriculum Planning for K-12 (3)
• ECI 5200 - Literacy Assessment and Application to Instruction (3)
• ECI 5210 - Expertise in Cultural and Socio-Psycholinguistics of Language and Literacy Acquisition (3)
• ECI 5220 - Planning for Literacy Clinics in Diverse Settings (3)
• ECI 5230 - School-Wide Literacy Programs: Leadership and Development (3)
• ECI 5240 - Critical Literacy in Children’s and Adolescent Literature (3)
• ECI 5250 - Research and Evaluation: Program Evaluation and Assessments in Literacy (3)
• ECI 5260 - Advanced Professional Competencies (3)
• ECI 5270 - Integrating the Curriculum through Clinical Experiences (3)
• ECI 5280 - Planning, Organizing, Providing and Leading Literacy Instruction (3)
• ECI 5290 - Seminar in Literacy Studies (3)
• ECI 5500 - Expertise in Curriculum and Instruction (3)
• ECI 5510 - Diversity and Cultural Perspectives (3)
• ECI 5520 - Application of Knowledge to Instructional Models (3)
• ECI 5530 - Leadership in Multicultural Communities of Learners (3)
• ECI 5562 - Project-Based Learning: Theory and Design (3)
• ECI 5990 - Special Topics for Graduate Students (1-3)
• ECI 5990A - Special Topics for Graduate Students Activity (1-3)
• ECI 5990L - Special Topics for Graduate Students Laboratory (1-3)
• ECI 6910 - Directed Research (1-3)
• ECI 6920 - Independent Research (1-3)
• ECI 6990 - Master’s Degree Continuation (0)

• EMM 5000 - Special Study for Graduate Students (1-3)
• EMM 5100 - Foundations of Educational Multimedia Design (2)
• EMM 5100L - Foundations of Educational Multimedia Design Laboratory (1)
• EMM 5110 - Production of Digital Video Content (2)
• EMM 5110L - Production of Digital Video Content Laboratory (1)
• EMM 5120 - Game Design for Educators (2)
• EMM 5120L - Game Design for Educators Laboratory (1)
• EMM 5130 - Mobile Tech in Education (2)
• EMM 5130L - Mobile Tech in Education Laboratory (1)
• EMM 5140 - Culture-Inclusive Digital Storytelling (2)
• EMM 5140L - Culture-Inclusive Digital Storytelling Laboratory (1)
• EMM 5200 - Educational Website Design and Development (2)
• EMM 5200L - Educational Website Design and Development Laboratory (1)
• EMM 5300 - Graphic Design and Animation in Multimedia (2)

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