|Master of Education in Career and Technology Education
Objective of the Program
The Department of Technology offers a Master of Education Degree Program (M.Ed.) in Career and Technology Education (CTED). The program is intended to refine the studentís knowledge and skills to become master classroom teachers, trainers, resource teachers, specialists, supervisors, and administrators in Career and Technology Education. The program is also designed to prepare teachers and educational leaders to qualify for Advanced Professional Certification (APC) in Maryland.
Students are admitted to the M.Ed. program at the University of Maryland Eastern Shore (UMES). Coursework is offered at UMES, the Maryland Center for Career and Technology Education Studies located at the Baltimore Museum of Industry (BMI), and other satellite sites throughout Maryland. The course of study may vary with the experience, qualifications, and career development needs that individual students bring to the program.
The overall goal of the graduate program in Career and Technology Education is to prepare individuals to become master teachers, administrators, and leaders who are professional, reflective, innovative, value diversity and effective. Graduates will be proficient in developing, instructing, coordinating, and directing quality programs in Career and Technology Education. The following program objectives assist in accomplishing this goal:
1. Provide opportunities for individuals to gain professional knowledge, skills and dispositions in teaching and training.
2. Prepare individuals to build upon the content knowledge they have acquired in their related baccalaureate degree by providing additional professional knowledge and content necessary for advancing careers in teaching and administration.
3. Develop individuals who can implement Common Core State standards, national content standards, and Science-Technology-Engineering-Mathematics (STEM) standards into curriculum, training and instruction.
4. Prepare teachers and leaders who are knowledgeable of research, theory and practice related to effective curriculum development, instruction, assessment and organization and management of CTE classroom and laboratory facilities.
5. Develop teachers and leaders who are professional, committed, reflective, continuous learners, and contributors to the enhancement of the teaching and training profession.
6. Prepare teachers and leaders who demonstrate sensitivity and effective interpersonal skills in working with culturally diverse populations.
UMES’ teacher education and school counseling programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by the Maryland State Department of Education (MSDE). The M.Ed. in Career and Technology Education is part of the Professional Education Unit Council (PEUC) and teacher education programs at UMES. While a member of the PEUC, the only accreditation standards the CTE program are evaluated on are the Maryland Program Approval Accreditation requirements from the Maryland State Department of Education.
Students who complete the M.Ed. program in Career and Technology Education will be expected to demonstrate successful achievement in the philosophy, mission, vision, goals, and evolution of Career and Technology Education. They will develop the following professional outcomes:
1. Knowledge and application of Maryland State standards-based curriculum in Career and Technology Education areas.
2. Development of administrative and leadership skills in Career and Technology Education.
3. The ability to conduct research on important topics and issues in education and training, specifically Career and Technology Education.
4. Application of research and inquiry for the improvement of classroom and laboratory instruction.
5. Understanding of the learnerís physical, cognitive, and emotional development and the implications for learning and instruction.
6. Knowledge of the social contexts in which education occurs, the philosophical perspectives which influence teaching and learning, and an understanding of personal beliefs related to the role of the teacher and the learner.
7. Skills and knowledge necessary to assist learners with special needs and diverse cultural backgrounds in an instructionally integrated setting.
8. Ability to organize and manage a classroom and laboratory on the basis of research, best practices, expert opinion, personal attributes, and student learning needs.
9. Development and application of a variety of teaching/learning strategies and techniques.
10. Appropriate use of a variety of approaches to assess and evaluate instructional outcomes.
11. Use of instructional technology, including computers and media, for classroom, laboratory and professional needs.
12. Application of theory and best practices in classroom laboratory situations through field experiences.
Students who enter the M.Ed. program must possess an earned baccalaureate degree in one of the areas of Career and Technology Education : agriculture, business education, family and consumer sciences, health occupations, technology education, trade and industrial education, or a related content area. A baccalaureate degree out of the content field, when accompanied by specific industry certification or CTE-relevant experience may be substituted. All students must be working as CTE teachers in a Maryland education setting. Matriculating students must meet all requirements for regular admission to the UMES graduate program. In some cases, provisional admission will be granted if students have a minimum grade point average of 2.75 along with other requirements.
Applicants must fulfill the following for regular admission:
- Complete the graduate school application and related paperwork for a degree program.
- Possess an undergraduate cumulative GPA of at least 3.0, or possess a prior graduate degree.
- Submit a passing score on Praxis I, Praxis CORE, ACT, SAT or GRE.
- May require a writing sample essay that focuses on current educational issues, as determined by the graduate faculty Admissions Committee.
- Submit official transcripts from all higher education institutions attended.
- Submit three letters of evaluation/ recommendation that address:
a. Personal qualities, e.g. character and academic abilities, problem solving, conceptual thinking, and the writing and speaking skills needed to support a rigorous graduate program.
b. Personal determination and commitment needed to complete the program.
- A resume and a statement of purpose for enrolling in the Master’s degree program.
Transcripts and academic credentials of all applicants will be reviewed by the Department of Technology’s graduate Admissions Committee. Individuals who lack appropriate coursework will be expected to complete the identified course content requirements prior to their enrollment in the capstone research portion of the program.
In general, application deadlines for admissions are as follows:
However, applications will be accepted and reviewed at any time throughout the year. Applications take about a month to process and approve.
Program of Study
The M.Ed. program combines Career and Technology Education content with professional education, research, and leadership theory and practice. Graduate level scholarship and research-based content will be presented throughout the program. The essential elements of teaching and assessment, leadership, and educational research will guide instructional decision-making throughout the program.
This is a 30 credit Masterís program. There are six required courses (18 credits) concentrated on CTE curriculum, teaching methods, instructional organization and management, administration and leadership, and educational research. The four elective courses (12 credits) that are selected by the student are based on their career needs and goals.
Retention and Exit Requirements
Students enrolled in the M.Ed. program complete a state-approved program of study that includes at least 30 semester hours of graduate credit with a cumulative ďBĒ (3.0) or higher GPA. Six (6) credits are required in a capstone research experience.
Of the remaining 24 credits, nine (9) are required in Career and Technology Education and three (3) are required in professional education .
Twelve (12) elective credits are selected with approval of the Graduate Advisor based on the studentís previous educational experience and future career goals. Overall, twenty-four (24) credits are required at the 600 level or higher and a maximum of six (6) credits can be completed at the 400 level in designated courses. Students will take a written comprehensive examination and
capstone research seminar within the last six credits of their program. Students who have completed 27 credits of coursework and have passed the comprehensive examination will be advanced to Masterís degree candidacy.
A maximum of six (6) graduate credits will be accepted for transfer into the program from non-USM institutions, provided these credits are directly related to the program and meet the criteria for transfer of credit. No more than six (6) credit hours of ďCĒ grades will be acceptable in the program.
Students must complete the program within three calendar years of advancement to Masterís degree candidacy, but no later than their five-year admission period. Full-time candidates in the Career and Technology Education M.Ed. program will be expected to complete the program in one academic year including one summer. Part-time students, who attend uninterrupted, will be expected to complete the program in three years.
The following represents the typical program of study for students pursuing the M.Ed. in Career and Technology Education.
Typical M.Ed. Program of Study
(Note: Credit Hours are given in parentheses)
Career and Technology Education
||Core Required Courses
||Career and Technology Education Content, Methods and Strategies
||Career and Technology Education Instructional Management and Organization
||Administration and Leadership
in Career and Technology Education
||Learning and Instructional Design
||Research in Career and Technology Education I
||Research in Career and Technology Education II
||Electives (Pick six credits from this selection)
||Coordination of Work Experience Programs
||Teaching Adult and Post-Secondary Education Programs
||Special Problems in Career and Technology Education
|| History and Principles of Career and Technology Education
||Administration and Supervision of Agriculture Programs
||Characteristics of Exceptional Individuals
||Total 600 level Elective Credits:
||Undergraduate Level Electives (Pick six credits from this selection)
||Methods of Teaching Reading in the Content Area I
||Methods of Teaching Reading in the Content Area II
||Student Performance Assessment
||American Industry & Global Competition
|| Instructional Analysis and Curriculum Development
||Core Technologies I
||Core Technologies II
|| Foundations of Technology
||Research and Experimentation in Career and Technology Education
||Total 400 level Elective Credits:
Total Credits: 30
(Note: Credit Hours are given in parentheses)
CTED 600 Career and Technology Education Content, Methods, and Strategies (3)
This course examines the philosophy, mission, vision, goals, content standards, teaching methods, teaching strategies, and evolution of Career and Technology Education (CTE). Content standards in CTE, technological literacy and the Common Core will be used to identify what students should know and be able to do as a result of a CTE training experience. Participants will examine standards-based teaching/learning strategies including use of instructional technologies that are effective in enabling students to achieve the program goals. The nature of a CTE experience, with its performance-based instruction and assessment, will be explored with special attention given to the program’s potential for supporting national STEM (science, technology, engineering and mathematics) initiatives and Maryland’s Career Cluster model curriculum.
CTED 602 Career and Technology Education Instructional Management and Organization (3)
Participants in this course will develop skills and systems for organizing and managing instruction in Career and Technology Education programs. Particular attention will be given to the organization and management of facilities, students, resources and activities for safe and effective learning. Topics will include designing laboratory space, laboratory management, program and instructor effectiveness systems, adapting facilities to reflect diverse student populations, state and national safety laws, teacher liability, identifying funding resources, program advisory committees, student organizations, and the role of professional associations.
CTED 607 Coordination of Work Experience Programs (3)
A variety of work-based learning programs will be covered including the career research and development program, cooperative work experience, internships, mentorships, job shadowing, and apprenticeships. Mission, trends and current practices in these programs will be discussed. Methods and techniques of coordination in comprehensive and part-time programs at the secondary and adult levels are covered.
CTED 610 Teaching in Adult and Post-Secondary Education Programs (3)
Methods and techniques for teaching adult learners in secondary and in post-secondary occupational and technical programs are covered. The needs, interests and motivation of the mature learner are analyzed. Effective strategies in secondary and post-secondary educational settings will be compared and contrasted. Course topics include physiological, psychological and sociological issues in adult education, motivation, life cycles, learning style profiles, post-secondary settings, authentic contextual and self-directed learning, counseling, guidance, and adult critical thinking.
CTED 615 Administration and Leadership in Career and Technology Education (3)
The course is designed to prepare individuals to assume instructional leadership positions in the public schools, and specifically, career and technology education programs. As a result of participation in course activities, participants will develop skill and knowledge related to: contemporary educational theories and concepts; societal forces that affect education; tasks of administrators, role requirements, administrative processes and division of responsibility; organization variables; the administrator as an individual and leader; research; professional organizations; and ethics.
CTED 630 Special Problems in Career and Technology Education (3)
There are many issues facing the Career and Technology field today. This action research-based course allows the student to identify a topic, issue or problem in their classroom or school system and develop a solution or options for solving that issue or problem. The students use action research methods to review the literature, identify the problem, collect data, determine possible solutions, and make recommendations. Potential products of this course may be findings for CTE classroom student learning objectives (SLO) and teacher evaluation, curriculum materials, instructional models or position papers.
The course may be repeated twice with different topics and approval of the Advisor.
CTED 640 Research in Career and Technology Education I (3)
Students are introduced to the three basic forms of research: historical, descriptive and action research. Emphasis is placed on incorporating action research into classroom teaching and leadership. A variety of databases will be used. The course provides a base for action research methodology. Qualitative and quantitative data treatments will be developed within the context of individual student projects and evaluation of the research literature.
CTED 650 Research in Career and Technology Education II (3)
This course reviews topics in research methodology and specific issues concerning writing research papers. Students learn how to prepare a research proposal for submission to UMES Institutional Review Board, conduct their research by collecting and analyzing data, present their findings and conclusions based on the data. Students will communicate the results of their study in the form of a capstone research study and final defense. Prerequisite: Successful completion of CTED 640.
CTED 688 History and Principles of Career and Technology Education (3)
This course is an overview of current policies and principles in career and technology education including the historical, sociological, and philosophical underpinnings. Topics include an understanding of what CTE is nationally and in Maryland, content areas and types, early history of CTE, CTE for diverse cultures, the impact of federal and Maryland legislation, administrative structures, role of career and technical education in promoting democratic ideals, and development of career and technology education philosophies.
EDUC 610 Learning and Instructional Design (3)
Advanced skill development in the area of individualized programming, including adaptation and modification of curriculum, instructional design, program development, and evaluation are covered in this course. Learning theory and its application in the classroom are emphasized.
AEED 625 Administration and Supervision of Agriculture Programs (3)
Students learn about concepts in program planning, organizing, directing, staffing, and evaluating as applied to administration and supervision of programs in agriculture.
SPED 600 Characteristics of Exceptional Individuals (3)
This course is an overview of the major types of exceptional abilities and their impact on the teaching/learning process. The legal mandates that relate to the field of special education are covered.
EDCI 409 Methods of Teaching Reading in the Content Areas I (3)
These courses teach the fundamentals of reading instruction including current theories and methods of reading instruction. These courses also present an overview of reading programs K-12 and consider the integration of reading into the student’s areas of specialization at the middle and secondary school levels. These courses emphasize the identification of requisite reading skills, the assessment of reading skill levels (instructional and independent), the development of strategies and materials for reading mastery, and the remediation of reading difficulties.
EDCI 410 Methods of Teaching Reading in the Content Areas II (3)
This course addresses the literacy needs of diverse student populations and includes training in specific strategies to facilitate reading comprehension, incorporate writing to increase reading comprehension, interpret standardized test scores, use collaborative learning to promote literacy and content learning, and model processes for assessing literacy growth. It builds on theories and strategies in EDCI 409.
EDTE 437 Student Performance Assessment (3)
This course examines how to identify and utilize appropriate student performance criteria to measure student achievement in the cognitive, psychomotor and affective domains. A variety of assessment instruments will be evaluated and developed to document student mastery of instructional objectives.
EDTE 445 American Industry and Global Competition (3)
This course is an analysis of American industry in relation to current and future competitive trends. Personnel organizations, personnel needs, production, quality, all aspects of the industry, and competition in selected manufacturing and construction enterprises are covered.
EDTE 467 Instructional Analysis and Curriculum Development (3)
This advanced curriculum design course covers how to design a standards-based unit of instruction based on an instructional analysis in a content area in order to develop curriculum materials. Students learn how to design, implement, and evaluate Career and Technology Education curriculum. Emphasis is placed on the integration and utilization of national and state content standards. Based on these standards and the backward mapping process, goals, objectives, indicators, student learning activities, instructional materials, and assessment instruments are designed.
EDTE 482 Core Technologies I (3)
Core technologies are the building blocks of all technology systems within the context of the designed world. Mechanical and structural technologies are examined with regard to common components, simple controls, basic system design, safety, and applications. An overview of materials technology will include an examination of ferrous and non-ferrous materials, common industrial forms, and the primary and secondary processing of industrial materials. The course includes an introduction to biotechnology with instructional units devoted to genetics, environmental biotechnology, and the future of biotechnology. Topical investigations and modular activity packages are utilized to enhance understanding of the core technologies.
EDTE 483 Core Technologies II (3)
Core technologies are the building blocks of all technology systems within the context of the designed world. Electrical, electronic, optical, fluid, and thermal technologies are examined with regard to common components, simple controls, basic system design, safety, and applications. The context for the study of these core technologies is the design and development of technology systems to solve practical problems. Communication skills are developed through the documentation of the design and development process. Topical investigations and modular activity packages are utilized to enhance understanding of the core technologies.
EDTE 487 Foundations of Technology (3)
This course focuses on the development of knowledge, skills and dispositions regarding the evolution, systems, core concepts, design, and utilization of technology. It addresses the three dimensions of technological literacy: knowledge, ways of thinking and acting, and capabilities with the goal of students developing the characteristics of a technologically literate citizen. The course examines strategies designed to engage students in exploring and deepening their understanding of “big ideas” regarding technology and makes use of a variety of assessment instruments to reveal the extent of that understanding. The nature of a technology education experience with its performance-based instruction and assessment will be explored with special attention given to the program’s potential to invigorate student interest and achievement.
EDTE 499 Research and Experimentation in Career and Technology Education (3)
This advanced course focuses on solving technological issues through the problem-solving method. Students identify a technological problem, determine possible solutions, collect data, write a research report, and present their findings. Emphasis is placed on inquiry, utilizing resources, analyzing and synthesizing data, and developing solutions. This course may be repeated twice using different problems with the permission of the graduate Advisor.
For more information on this program, please contact:
Dr. Thomas Loveland
Coordinator of Graduate Studies
Department of Technology
University of Maryland Eastern Shore
1425 Key Highway
Baltimore, MD 21230
(410) 727-4808 X164
Dr. Derrek Dunn
Department of Technology
University of Maryland Eastern Shore
11931 Art Shell Plaza
Princess Anne, MD 21853-1299