Students enrolled in the Career and Technical Education Leadership program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - Career and Technical Education Leadership
EDCT 501 (3)
Frameworks for Teaching Career and Technical Education
This foundational course in the program provides the student with a research-based set of components of instruction in four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities. Within the domains are 22 components and 76 descriptive elements of what teaching is all about. Learning activities apply the framework of teaching to CTE instructional program delivery. The text for this course is Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson.
EDCT 513 (3)
Introduction to Career and Technical Education
A review of the development of career and technical education (CTE) - previously known as vocational education/vocational and technical education - and the important role CTE plays in addressing education and workforce-readiness will be examined in this course. The evolving nature of CTE, contemporary practices and trends, and CTE's role in transforming education will be explored. Strategies successfully employed by CTE programs, particularly the use of technology, in engaging students in learning and integrating 21st century skills into its curriculum will also be presented.
EDCI 542 (3)
This course is designed to help candidates gain the knowledge and skills needed to be a CTE leader in schools, businesses, and the community. Through the engagement of practical learning activities, candidates will develop leadership skills that contribute to the effectiveness of the organization. These skills will include preparing students for post-secondary transitions and future careers, strengthening accountability using data driven instruction, leading an effective Professional Learning Community, developing strategies for implementing Common Core State Standards, and moving away from the status quo to attain a new standard of excellence.
EDCI 558 (3)
Business and Community Partnerships
This course is designed to provide candidates with an opportunity to create and sustain high quality partnerships between schools, businesses and the community by examining exemplary models in the field. Candidates will develop skills enabling them to identify workforce competencies in established and emerging careers from local industry sectors to incorporate into the CTE curriculum at the high school and community levels, as well as how to construct an articulated dual credit agreement between the high school and community college.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.