Everything You Need to Know About Professional Development Credit with University of the Pacific

Posted January 7, 2020 by Teacher Friendly

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Education doesn’t end for teachers when they get their degrees and secure a teaching job. But rather, teachers recognize that the science of teaching is constantly changing with emerging technologies in an evolving world. And teachers know the value of developing, sharpening, and updating their skills to remain on top of the game. Furthermore, they want to upgrade their content knowledge and pedagogical skills, not only to improve their teaching but to impact student learning and achievement. That’s why professional development is so important.

Types of Credit Offered

Since all states in the U.S. require certified teachers to hold a minimum of a bachelor’s degree and some states also require a master’s degree upon hire or to complete one within the first five years of teaching, most professional development credit is at University of the Pacific, Benerd College is offered at the graduate level.

Teachers often choose to earn semester credits (e.g., fall, spring, and summer) toward additional certifications to teach at a wider range of grade levels or to concentrate on teaching a certain subject matter, in a specialty area, or at the administrative level.

Teaching professionals may also take any number of non-degree classes to enhance their everyday teaching or satiate any number of interests and passions. Popular selections today include classroom management, special education, literacy, autism, differentiation, teaching English as second language or courses that focus on instructional design, assessment, STEM, education technology, bullying prevention, mental health, stress management, character education, cultural diversity, 21st-century skills, and coursework specific to the subjects that are taught. There are virtually no limits to what is offered either in-person or online and in all types of formats from seminars and workshops to credit classes.

Typical Reasons for Receiving Credit

One reason that teachers seek professional development credit with University of the Pacific is for career advancement that enables them to teach preferred subjects or grade levels. Usually, these credits lead to salary advancement as well. Generally, there is a base salary provided for teachers within that designated school district or organization with additional money awarded based on the number of credits the professional has earned beyond a BA/BS degree. Each salary schedule is unique to either a distinct school, district, region, or state and is structured with levels, generally vertically based on years of teaching and horizontally based on an increment of credits. Teachers also routinely take professional development for recertification. The different state Departments of Education and educational organizations have outlined requirements for teachers to meet recertification. Again, this varies from state to state. For example, it might be to complete 6 credits within 5 years of pre-approved classes and receive a passing grade or to complete so many credits within a calendar year. And finally, skill-building, personal fulfillment, and life-long learning are other key reasons for earning credit.

Before receiving credit, generally, individuals need to provide the name of the university (e.g., University of the Pacific, Benerd College), the specific course titles/numbers, and their respective graduate level professional development semester credits per course. Ask if you need an official transcript upon completion and what the district’s deadlines are to apply for enrollment, reimbursement, salary advancement, etc.

Names for the Various Credit Offerings

There are many different names for professional development credit. Most people are familiar with the term “credits.” For example, so many credits are necessary to obtain a particular credential, certification, recertification, or degree. Graduate level credits are credits earned at an advanced level. It is common for individuals to apply for acceptance into a particular graduate program or to complete a specific specialization at a college or university that offers graduate classes. Upon acceptance, you are then eligible to enroll in graduate level coursework that yields credits.

Another option is to take the graduate courses without credit. You would still need to meet the required qualifying standards by the secondary institution/organization before enrolling in the graduate level classes. But then you would be able to select courses based on availability and interest.

In addition, some classes have designated credits but these credits don’t lead to a degree; they are considered non-degree credit. That means you get credit for the classes you take so these credits can be used for salary advancement, certification, and recertification but you don’t combine these credits to complete an advanced degree (e.g., MA or MS in a particular field).

Sometimes, Continuing Education Units (CEUs) are awarded for the coursework. One Continuing Education Unit is defined as 10 contact hours of participation in an organized continuing education experience with direction and qualified instruction from a college, university, or any association, company, or organization that meets standards established for a particular industry and accredited toward official CEUs. The particular courses have been approved by the International Association for Continuing Education and Training (IACET) and meet the proper criteria for continuing education and training. Certain school districts and organizations may require a specific number of CEUs each year to stay abreast of their field. The CEUs can also be used to renew licenses and advance on the salary schedule. Certificates are issued upon completion of a set of CEUs to prove completion.

There are additional terms used among school districts and states for post-baccalaureate credits. It is important to ask your Personnel Office to provide clarification about what is acceptable from the professional development you plan to pursue so you don’t waste your time or money when seeking professional development, or worse yet, not be able to meet certain expectations of your school or district. These terms are similar and include the terms: Graduate Level Credit, Graduate Level Units, Graduate Level Hours, and Graduate Level Units of Credit.

District Guidelines for Credit

You need to check with your school district or educational organization about their guidelines for credit acceptability. Often, there are forms to fill out for prior permission to take coursework for possible reimbursement and advancement or recertification. To save time, it would be advisable for you to speak with the appropriate personnel so you can have prior knowledge of what types of institutions and programs you can then partake in.

A Great Option: The University of the Pacific – Benerd College

The University of the Pacific’s Benerd College accredited with the Western Association of Schools and Colleges offers a variety of quality professional development courses through Teacher Friendly. These are self-paced, distance learning courses intended for educators and can be completed on your preferred schedule and at the convenience of your home. Per the university’s transcript legend, the professional development courses (numbered 9000-9999) are post-baccalaureate professional development semester units of non-degree graduate level credit. CEUs are not granted for any coursework. These courses are transcripted but do not apply to a degree at the University of the Pacific. While these types of courses are often designed for credits earned to be used for salary advancement and state licensing requirements, the university does not assure that any school district or state licensing board will accept these credits for those purposes. Individuals seeking credits for those purposes are advised to check with the appropriate agencies and gain approval before registering.

Access to professional development assures educators they can continue learning throughout their careers and remain life-long learners. The unlimited selections are worth looking into and exploring!

Learn more about how you can earn graduate-level credit with University of the Pacific and Teacher Friendly here.

 

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. Try to incorporate the following key points into the structure of your reflection paper.  

OPTION A: Try to answer the following questions in your paper:

ACQUISITION

      • What does it mean to be proficient in a language?
      • How are languages acquired?
      • What is the developmental order of language and what are the implications for the language classroom?
      • What does it mean to be comprehensible and comprehended in a world language class, and why is it relevant? 
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

COMPREHENSION

      • What are key skills in being comprehensible/comprehended? 
      • What one skill would you like to focus on?
      • How will you focus on it?
      • Reflect: how did it go?  
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

INSTRUCTION

  • What instructional strategies (MovieTalk, Card Talk, Story Ask, etc.) have you used before to connect with your student’s lives and remain comprehensible?  
  • Is there anything you would like to change about your approach to these?
  • What one new strategy would you like to implement as a result of this training? 
  • Reflect: how did it go?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?   

ASSESSMENT

  • What are some reasons to grade for mastery? 
  • What do grades do (or not do)? What do grades measure?
  • What are some challenges for you in implementing mastery based grading? 
  • What are the advantages of mastery based grading? 
  • Are there assessments that you use that are already proficiency-based performance assessments? 
  • Are there changes you can make to existing assessments to align them with proficiency based performance?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?

OPTION B: 

Activities, projects, strategies, or techniques of implementation: 

Describe the activity, strategy, or technique that you developed as a result of completing your professional development experience (workshop, webinar, class or training). Be sure to include materials and resources utilized. For example, handouts, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction. 

Population target: grade level, type of class, groups: 

Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc. 

Objectives and goals: 

Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the mastery outcomes recommended.  

Evaluation methods utilized: 

Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions: 

Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects? 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Self-Created Time-Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom to document all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit/unit, you must document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons for upcoming semester
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created PowerPoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed workshop materials and wrote draft for reflection paper
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecture
3:15 pm - 4:45 pm
1.5
5/6
Typed 3-page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend writing your reflection papers, viewing video sessions, creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons based on session
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed session materials and wrote summary
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecuture
3:15 pm - 4:45 pm
1.5
5/6
Wrote 3-page reflection paper for first credit
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

Suggested activities and projects to help you earn credit:

Development or revision of classroom curriculum, rubrics, lesson plans, educational games, learning activities, PowerPoint presentations, video presentations, worksheets, educational websites, classroom visuals, classroom assignments and projects, bulletin boards, learning centers, anchor charts, assessments, teacher-created books, physical education activities, self-evaluation/reflection reports, technology-related activities, storytelling activities, units of study, etc.

 

 

Designed for busy teachers like you, you will get up to 6 months to complete your coursework requirements, and extensions are always granted if you needed. The projects you choose to develop will ultimately demonstrate the application of time you invest in professional development experiences, such as research, videos, readings, etc. An additional expectation is to complete a time log that documents the time spent for this course. The specific requirements concerning your chosen projects and the time log are dependent what resonates most with you and how many credits you take per course. 

 

 

©2021 Fluency Matters. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a training, webinar or seminar. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2020 Fluency Matters. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/PowerPoint presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2021 Practical Ideas for Educators. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

Type a 3-page, single-spaced reflection paper describing in detail your professional development with Echoes & Reflections. Be creative with your writing and try to incorporate the key points below into the structure of your paper:

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/power point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target: grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set by for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you have created and implemented into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target (grade level, type of class, groups):
Define the needs and goals of the learners for whom you designed these ideas for, and describe how they might correlate to your learners specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future implementation of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Sample Time Log

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons for upcoming semester
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed workshop materials and wrote draft for reflection paper
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecture
3:15 pm - 4:45 pm
1.5
5/6
Typed 3 page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time to complete own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

*The log above is only a sample. Specific course guidelines and requirements will be provided upon course enrollment. 

 

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend completing an Echoes & Reflections webinar/workshop, as well as time spent creating lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours worth of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Completed Echoes & Reflections Online Course/Webinar
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation to discuss Holocaust impact
4:00 pm - 6:00 pm
2
5/2
Incorporated Echoes & Reflections strategies into new lesson plan for classroom project
2:30 pm - 4:30 pm
2
5/3
Developed new lesson plan materials and content
3:15 pm - 4:45 pm
1.5
5/6
Typed 3 page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

 

©2020 UOP Affiliate. Echoes & Reflections. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3 pages

2 credits = 6 pages

3 credits = 9 pages

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the activity, project, strategy, or technique that you developed as a result of completing a Yoga 4 Classrooms workshop, webinar, live webcast or online course. Be sure to include materials and resources utilized. For example, handouts, Y4C Activity Card Decks, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target: grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set by for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Yoga 4 Classrooms. All rights reserved.

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