Master of Education in Career and Technology Education
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» Program Competencies
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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.
UMESí 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 teacher education programs at UMES.
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 competencies:
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. 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:
1. Complete the graduate school application and related paperwork for a degree program.
2. Possess an undergraduate cumulative GPA of at least 3.0, or possess a prior graduate degree.
3. Submit a passing score on Praxis I.
4. May require a writing sample essay that focuses on current educational issues, as determined by the graduate faculty Admissions Committee.
5. Submit official transcripts from all higher education institutions attended.
6. 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.
7. A resume and a statement of purpose for enrolling in the Masterís degree program.
Transcripts and academic credentials of all applicants will be reviewed by the Department of Technologyís 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, six (6) are required in Career and Technology Education and six (6) 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 complete an action research seminar paper 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
||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
||Administration and Supervision of Agriculture Programs
||Characteristics of Exceptional Individuals
||Total 600 level Elective Credits:
||Undergraduate Level Electives (Pick six credits from this selection)
|EDTE 437 y
||Student Performance Assessment
|EDTE 445 y
||American Industry & Global Competition
|EDTE 467 y
|| Instructional Analysis and Curriculum Development
|EDTE 482 y
||Core Technologies I
|EDTE 483 y
||Core Technologies II
|| Foundations of Technology
| AEED 426 y
|| Development and Management of Extension Youth Program
|EDCI 409 y
||Methods of Teaching Reading in the Content Area I
|EDCI 410 y
||Methods of Teaching Reading in the Content Area II
||Research and Experimentation in Career and Technology Education
||Total 400 level Elective Credits:
Total Credits: 30
CTED 600 Career and Technology Education Content, Methods and Strategies (3)
This course examines the philosophy, mission, vision, goals, content standards, and teaching methods of Career and Technology Education. The Maryland State program standards and curricula, teaching and learning strategies, core technologies, performance-based instruction, and student assessment are also covered. Integrating core academic knowledge and skills, and the professional roles and responsibilities of Career and Technology Education teachers within the total school community at the secondary level are discussed.
CTED 602 Career and Technology Education Instructional
Management and Organization (3)
This course covers planning, implementing, evaluating, and marketing Career and Technology Education programs. Particular attention will be given to the organization and classroom management of a safe classroom and laboratory environment. Ground rules, student grading systems, program and instructor effectiveness, and a classroom management system are addressed. The safe and effective use of tools, equipment, and materials will be covered, as well as a review of the Career and Technology Education teacher’s responsibilities.
CTED 607 Coordination of Work Experience Programs (3)
A variety of work-based learning programs will be covered including career research and development, cooperative work experience, internships, mentorships, job shadowing, and apprenticeship. 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. Secondary and post-secondary educational settings will be compared.
CTED 615 Administration and Leadership (3)
This course covers the theories and concepts of educational administration and leadership in Career and Technology Education. Societal forces that affect educational administration, tasks of administration, role requirements, administrative processes, division of responsibility, organizational variables, the administrator as an instructional leader, and professional organizations and ethics are discussed.
CTED 630 Special Problems in Career and Technology Education (3-6)
Master’s and APC students who desire to pursue a special research problem or project under the direction of their advisor may register for this course.
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 research into classroom teaching. 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 the evaluation of the research literature.
CTED 650 Research in Career and Technology Education II (3)
Students will complete and present their action research papers. Emphasis will be placed on reporting findings and drawing conclusions. Educational technology, especially as it applies to teaching in the classroom, will be integrated into the participants’ research paper. Prerequisite: Successful completion of CTED 640.
EDUC 610 Learning and Instructional Design (3)
This course covers advanced skill development in the area of individualized programming, including adaptation and modification of curriculum, instructional design, program development, and evaluation. 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 Teaching Reading in the Content Areas I (3)
This course addresses the fundamentals of the reading process, theories, and instructional strategies. It emphasizes the development of vocabulary and comprehension skills, the assessment of student reading levels, and textbook readability, with particular emphasis on the reading of content material at the secondary level. This course is intended for all secondary and P-12 specialty area teacher candidates. This course includes a required field experience.
EDCI 410 Teaching Reading in the Content Areas II (3)
This course addresses the literacy needs of the diverse student populations and includes training in specific strategies to facilitate reading comprehension, incorporate writing to increase reading comprehension, interpret standardized reading test scores, use collaborative learning to promote literacy and content learning, and model processes for assessing literacy growth. This course is intended for all secondary and P-12 specialty area teacher candidates.
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, and competition in selected manufacturing and construction enterprises are covered. All aspects of the industry are examined.
EDTE 467 Instructional Analysis and Curriculum Development (3)
This performance-based course helps an individual design an instructional program and curriculum materials based on a valid instructional analysis process. Emphasis is placed on job/instructional analysis, content standards, performance objectives, curriculum design, student competency sheets, lesson plans, instruction sheets, and evaluation techniques. The course is designed for career and technology education teachers and work-based learning coordinators.
EDTE 482 Core Technologies I (3)
Core technologies are the building blocks of all technology systems. 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. 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 ďbig ideasĒ 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 programís 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.
AEED 426 Development and Management of Extension Youth Program
This course is designed for current and prospective state leaders of extension youth programs. It emphasizes program development, principles of program management, leadership development and counseling, science, career selection, and citizenship in youth programs, field experience in working with low income family youth, and urban work.
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
Dr. Derrek Dunn
Department of Technology
University of Maryland Eastern Shore
11931 Art Shell Plaza
Princess Anne, MD 21853