Education

Return to: College of Education and Integrative Studies

www.cpp.edu/~education/

Jann Pataray-Ching, Chair

FERP/PRTB Faculty

Ruth Ahn
Richard Navarro
Nancy Prince-Cohen

Participating Faculty

Lara Killick, Adapted Physical Education
Kimberly Miller, Agriculture
Alison Baker, English
Cristina Runnalls, Mathematics
Janine Riveire, Music
Lara Killick, Physical Education
Michael Slaughter, Social Sciences
Paul Beardsley, Sciences
Amalia Llombart, Spanish

The Education Department 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

We will be the model for developing socially just educators who provide quality instruction, embrace local and global challenges, inspire innovation, and work collaboratively to improve school and community outcomes. 

Mission Statement

We empower transformative educators who advocate for justice and equity for all learners.

Core Values

• Equity, Racial, & Social Justice: 
  We believe in the anti-racist work of educators, to critically analyze systemic inequities within schools and communities, examining our own beliefs and biases. We boldly advocate for intentional pedagogies that include voices and lived experiences of those who have been historically disenfranchised. 

• Academic Excellence: 
  We promote academic excellence and intellectual curiosity through students’ critical engagement with an evidence-based culture and our faculty’s teaching, scholarship and service.

• Student Success: 
  We model student-centered pedagogy and services that engage, challenge and support students; build on community cultural wealth, students’ strengths and funds of knowledge; and enhance personal well-being to ensure their professional success. 

• Experiential Learning: 
  We are committed to an integrative, polytechnic approach to equitable education through experiential, applied, collaborative learning, innovation and inquiry. We empower educational leaders to challenge the boundaries of knowledge by fostering reflective and critical thinking, creativity, informed risk-taking and continuous learning.

• Inclusiveness: 
  We believe that all means all students: Inclusive education is a social justice issue. The diversity of our backgrounds, funds of knowledge, identities, cultures, languages, literacies and abilities is an asset that enhances our TK-12, university, and greater communities. 

• Social and Environmental Responsibility: 
  As global citizens, we engage with community partners and stakeholders fostering reciprocal relationships and collective action to advance social justice, ethical citizenship, and environmental sustainability for future generations.

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 Education Department. Information concerning teacher-preparation programs at Cal Poly Pomona 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. Preliminary Teaching Credential Programs:  

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

Note(s): The Teacher Intern pathway is available in all teaching credential programs listed above. The Bilingual Authorization for Spanish or Asian (Mandarin and 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
• Bilingual Authorization in Spanish and Asian (Mandarin-Chinese and Tagalog) languages

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 Services Office by the end of the sophomore year.

Credential information and requirements may be obtained on the Program Application website. Orientation sessions are held during each academic semester. Detailed information on session dates and locations is available online. 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 via a variety of options. Subject matter competence 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 Education Department and the Credential Services Office offer orientation sessions for each of the teacher 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.

Requirements for Teaching Credentials

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

1. A baccalaureate (or higher) degree from a regionally-accredited college or university.
2. Verification of meeting the basic skills requirement.
3. Satisfactory completion of at least 2 semester or 3 quarter units of coursework 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. At least 15 units of credential coursework must be completed in residence at Cal Poly Pomona, as a fully matriculated student.
6. Verification of meeting 100% subject matter competence in the initial credential area, achieved through any of the options available under AB 130.
7. Multiple Subject and Education Specialist Credential candidates must pass the Reading Instruction Competence Assessment (RICA) before being recommended for a Preliminary Credential.
8. Satisfactory completion of a course requirement in health issues in schools.
9. Verification of CPR covering adults, children, and infants.
10. Satisfactory completion of training in the needs and methods of providing educational opportunities to individuals with exceptional needs. EDU 5302  meets this requirement.
11. Evidence of computer competence.
12. Completion of the state mandated Teaching Performance Assessment.
13. Completion of an Individualized Development Plan (IDP).

Out-of-Country Graduates: All foreign transcripts must be evaluated by a CTC approved foreign transcript evaluation agency. Original (sealed) evaluations of the transcripts must be submitted to the Credential Analyst upon application to the program.

Candidates may be recommended for a preliminary credential upon completion of requirements 1-12 above.

Admission through Program Completion Procedures for Teaching 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 or intern 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. Candidates should refer to the Program Application Checklist. You may contact the Credential Services Office with questions related to these program admission requirements or view the FAQs.

STEP 2: REQUIREMENTS FOR ADMISSION TO THE TEACHING 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. Criteria for program admission is subject to change by the California Commission on Teacher Credentialing and the California State University Office of the Chancellor. The most current information at the time of this publication is available on 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 checklists above and the information on the Program Application website as a guide.

*Credentialed teachers returning for an additional credential: submit all items except 8

1. Application to Cal Poly Pomona ($70 fee)
2. Application to the Credential Program ($25 fee)
3. Certificate of Clearance or valid teaching credential issued by CTC
   • Basic Skills Requirement   
     • Subject Matter Competence
4. Complete program orientation (online or virtual)
5. TB Clearance
6. US Constitution or plan to complete
7. Field Experience Verification
8. Statement of Purpose
9. Statement of Exceptional Admission (if you are missing any items or if your overall GPA is below 2.5 or last 60 semester units below 2.75)
10. The names and email address for individuals who can provide Academic and Experience with Youth recommendations on your behalf (from a professional who has directly observed your work for a minimum of 20 hours in a TK-12 setting).
11. Student Program Plan

Relevant EDU credential coursework taken as an undergraduate at CPP will be applied to the credential program requirements, as long as they are still valid at the time of credential recommendation and are aligned with the department policy on coursework.

Per CSU Chancellor’s Office Executive Order: No more than six semester units (nine quarter units) in education courses taken in a community college may be applied toward the baccalaureate degree or to the professional preparation requirements of a teacher-education preliminary credential program.

The official method of communication is through your Cal Poly Pomona email. You will be contacted via CPP email to schedule your entrance interview within two weeks of the application deadline. You will also be contacted via CPP email to schedule a program plan meeting with a faculty advisor. You must have your program plan approved to register for courses. 

STEP 3: ADMISSION TO CLINICAL PRACTICE

1. Application for Clinical Practice: Applications and deadlines are posted on the Clinical Practice website. Candidates seeking supervision on an Intern Credential must have previously completed the Intern Eligibility request, have an appropriate offer of employment, and have been accepted as a teacher intern.  All candidates must attend a mandatory, credential specific orientation.
2. Completion of all courses prior to beginning Clinical Practice or Intern teaching. If the applicant is concurrently pursuing the Bilingual Authorization, all Bilingual Authorization emphasis courses an examinations must also be completed prior to the beginning of Clinical Practice. Candidates for the Bilingual Authorization must meet the Spanish, Chinese, or Tagalog 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. Only grades of credit/no credit are assigned for Clinical Practice.
4. Verification of the completion of all conditions and/or prerequisites identified at the time of program admission.
5. Verification the candidate is in good standing with the program. See statement of Concern.
6. Current TB test with negative results (results are valid for four years) or chest x-ray.
7. Valid Certificate of Clearance or possession of a valid credential registered on the CTC website.

    Clinical Practice Policies

• STUDENTS ARE NOT PERMITTED TO ARRANGE THEIR OWN PLACEMENTS
  It is the responsibility of the Cal Poly Pomona Office of Clinical Practice to find suitable placement for ALL teacher candidates in Clinical Practice. Students may not, at any time, approach school staff or district offices attempting to make arrangements for their own placement. 

• STUDENT WITHDRAWAL AFTER PLACEMENT IS REQUESTED 

• A student who withdraws their Clinical Practice Application after placement has been requested will be ineligible to re-apply for the term of withdrawal. Student is required to complete and submit the Clinical Practice Withdrawal Form to the office of Clinical Practice.

• STUDENT WHO IS A “NO SHOW” FOR CLINICAL PRACTICE 
  Barring unusual circumstances, a student who chooses not to report to his or her Clinical Practice assignment without advance notice to the school site and the Office of Clinical Practice will be ineligible to re-apply for the term of withdrawal and the following term. “No Show” students may not withdraw again under any circumstances or they will be permanently separated from the program.

• STUDENT WHO WITHDRAWS FOR A SECOND OCCURRENCE 
  If a student chooses to withdraw from Clinical Practice a second time for a subsequent term, the student may be separated from the program and may not re-apply.

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. Credential courses expire in 7 years, which is calculated by the semester/year the course was taken, plus 7 years, minus 1 Fall/Spring semester because the credential must be completed within 7 years. The Credential Recommendation form and instructions can be found online in the “Verification and Processing” box.

Statement of Concern

The Education Department uses a Statement of Concern process to address significant issues related to student conduct, integrity, and/or persistent unsatisfactory performance in courses and Clinical Practice that may prevent the student from successfully completing the credential program. The process includes

• A report to the Program Coordinator and Department Chair indicating issue(s) of concern that may prevent the candidate from successfully completing the credential program.
• A meeting with the student, faculty/staff that initiated the report, the Program Coordinator and/or Department Chair and/or referral to the Office of Student Conduct and Integrity, if appropriate. The meeting is an opportunity for the student to explain what happened from the student’s perspective.  The meeting is educational, not adversarial, and all parties are expected to be honest and forthcoming during the process
• A decision to dismiss the report or issue a Statement of Concern.

Performance issues in courses are handled by the instructor of record for the course in consultation with the Program Coordinator and/or Department Chair.  Significant performance concerns in Clinical Practice are handled by the University Supervisor, the Program Coordinator, and/or the Department Chair. Reasons for concern include, but are not limited to:

• Violations of the university Student Conduct Code
• Violations of university or department policies
• Violations of district or school policies
• Excessive absenteeism and/or tardiness
• Inability to appropriately relate to and work with students, families, peers, staff, faculty and/or administrators
• Inappropriate use of technology.

The Department Statement of Concern, written by the Program Coordinator, includes the following:

•  A description of the area(s) of concern that may prevent a candidate from advancing, successfully completing the credential program, and/ or being recommended for a credential.
• An action plan that provides guidelines for the candidate to address the identified area(s) of concern with deadline(s) for completion to remain in good standing
• Consequences and/or resulting consequences, if the action guidelines are not met.
• The signatures of the parties.

A copy of the Statement of Concern is placed in the student’s records file and the candidate may submit a rebuttal to the statement and/or appeal to the Education Department Appeals and Reinstatement Committee.

Any action plan deliverables are submitted to the Program Coordinator who, after consultation and careful consideration with the Department Chair, makes a determination of the student’s status and any consequences and/or follow-up, which may include removal from Clinical Practice or being exited from the program.  

• A student who receives a Statement of Concern at any point during the program will be on probationary standing until the term(s) of the action plan are resolved.
• A student who receives two Statements of Concern at any point during the program will be subject to removal from the program and will not be eligible to reapply for admission or be recommended for a credential.

Appeals

Students may appeal Statement of Concerns, withdrawal, removal from the program and/or recommendation decisions to the Education Department Appeals and Reinstatement Committee. The student must submit their appeal request with relevant verification and documentation to the Department Chair who forwards it to the Committee. A good faith effort to settle a dispute at the department level must be made before a formal grievance can be filed. Even after filing, efforts to resolve the dispute by informal means should continue. Please consult with the Department Chair as a first step in resolving any dispute. The next step is to appeal to the Office of Graduate Studies. 

Students removed from a course/Clinical Practice, may submit a grade appeal/grievance to the Office of Graduate Studies.

Withdraw

Students who are withdrawing from all classes in a semester should fill out a Leave of Absence form. This is a separate process, and the form is available on the Registrar’s Office website. 

Interns who need to withdraw from Clinical Practice or apply for a leave of absence must terminate their employment with the hiring school district/charter. 

Advanced Credential and Added Authorization Programs

Advanced credentials and added authorizations require an 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, and/or (3) prepare to teach, research, and consult with business and industry.

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.

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.

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 semester of the senior year to be considered for programs that do not require a teaching credential. Consult the Office of Admissions for application process.

Combined Credential/Master’s Students - Students in a credential program who have already been admitted to the university as a post-baccalaureate student, are eligible to take MA courses while earning a teaching credential. Students must obtain a Roadmap from the coordinator of the Master’s option. Once credential students reach clinical practice, they 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 roadmap for a formal degree program in consultation with the Program Option Coordinator in the first semester of admission.

General Program Requirements

1. A minimum of 31-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 Option Coordinator, Graduate Coordinator, Department Chair, 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 9 units of acceptable graduate credit may be transferred into the MA degree program including transfers from another graduate institution, and courses taken through the College of the Extended University. No coursework older than 7 years may be applied to the MA degree unless approved by the Graduate Coordinator according to university policy.
3. A grade point average of 3.0 (B) or better must be maintained in all 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 Graduate Coordinator.
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 option.
6. A thesis, project, or comprehensive examination must be satisfactorily completed as a culminating requirement.
7. 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 31 units, organized into the four elements:

1. Subplan/Option Required Core (12-18 units) - These courses 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 the Program Option Coordinator in the first semester to develop a curriculum contract that meets the candidate’s professional goals. This contract constitutes the candidate’s curriculum to complete the degree. All contracts must be approved by the candidate’s program option coordinator, graduate coordinator, the department chair, the dean, and the university graduate studies analyst. A change to the contract requires filing an academic petition for approval.

Program Subplans/Options within the Master’s Degree

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

Master of Arts in Education with Subplans/Options in:

• Curriculum and Instruction
• Educational Leadership
• Special Education

revised 08/08/2024

Programs

• Adapted Physical Education Added Authorization: 24 units
• Agriculture Specialist Credential: 24 units
• Bilingual Authorization: 6 units
• Intern Credential Program: 36-45 units
• Multiple Subject Credential: 42 units
• Preliminary Education Specialist Credential, Extensive Support Needs: 45 units
• Preliminary Education Specialist Credential, Mild to Moderate Support Needs: 45 units
• Single Subject Credential: 36 units

• Education, M.A. - Curriculum and Instruction Subplan/Option: 31 units
• Education, M.A. - Special Education Subplan/Option: 31 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 Teaching 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 5260 - Single Subject Clinical Practice (1-8)
• EDU 5262 - Clinical Practice Seminar for Single Subject Candidates (1)
• EDU 5270 - Adapted Physical Education Clinical Practice (3)
• EDU 5280 - Teaching Performance Assessment for Secondary Teachers (3)
• EDU 5302 - Educating Students with Disabilities in Diverse Settings (3)
• EDU 5320 - Transition Planning Through Family and Professional Collaboration (3)
• EDU 5322 - Special Education Law and the IEP (3)
• EDU 5324 - Educational Assessment of Students with Disabilities (3)
• EDU 5326 - Creating and Supporting Universally Designed Learning Environments (3)
• EDU 5332 - Positive Classroom and Behavioral Supports (3)
• EDU 5334 - Multi-Tiered Assessment and Intervention in Literacy (3)
• EDU 5336 - Mathematics Instruction and Intervention for Students with Disabilities (3)
• EDU 5340 - Instructional Methods for Students with Mild to Moderate Support Needs (3)
• EDU 5342 - Instructional Strategies for Students with Extensive Support Needs (3)
• EDU 5345 - Clinical Practice for Preliminary Education Specialist Mild to Moderate Support Needs Credential (1-8)
• EDU 5346 - Clinical Practice for Preliminary Education Specialist Mild to Moderate Support Needs Intern Credent (1-8)
• EDU 5347 - Clinical Practice for Preliminary Education Specialist Extensive Support Needs Credential (1-8)
• EDU 5348 - Internship Clinical Practice for Preliminary Education Specialist Extensive Support Needs Credential (1-8)
• EDU 5350 - Professional Induction and Directed Inquiry (3)
• EDU 5351 - Clinical Practice Seminar for Preliminary Education Specialist Candidates (3)
• EDU 5352 - Advanced Curriculum and Instruction for Students with Disabilities (3)
• EDU 5354 - Advanced Study of Extensive Support Needs (3)
• EDU 5356 - Comparative Special Education (3)
• EDU 5358 - Diversity in Special Education (3)
• EDU 5360 - Advanced Seminar in Behavioral Supports (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 5368 - Dyslexia in the TK-12 Classroom (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 - Multiple Subject Clinical Practice Internship (1-9)
• EDU 5420 - Internship Single Subject Clinical Practice (1-9)
• EDU 5421 - Extended Intern Supervision (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)

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