General Secondary for Advanced Professional Licensure

General Secondary for APL at the Baltimore Museum of Industry (BMI)

Additional Information about the General Technology Education Course Sequence for Advanced Professional Licensure (APL)

Teachers transferring in or beginning teaching Technology Education in Maryland must be provided a General Secondary Technology Education (Grades 7-12) Evaluation for Licensure form. This table indicates exactly what the teacher must fulfill to complete their MSDE Initial Professional License requirements. The requirements may be grouped into 30 credit hours of content coursework, 21 credits of teaching pedagogy coursework, teaching experience, and licensure tests (Praxis Core, Praxis II Technology Education, and Praxis II Pedagogy). The UMES office at BMI is able to provide many but not all of the coursework needed for the General Secondary Technology Education licensure at the undergraduate (non-degree seeking) or graduate level. It is important that you set up an appointment with the BMI office staff to discuss your personalized sequence. Any sequence and courses must be approved by your district licensure/certification specialist.

COMAR Criteria	UMES Main Campus or Other College Courses	UMES at BMI Undergraduate Courses	UMES at BMI Graduate Courses
CONTENT COURSE WORK 15 of the 30 credits must be from the same institution, and 12 of the 30 must be upper division (300-400) or graduate level.
Technology Education Content: 24 credits	Hybrid or Online Courses Offered by UMES: EDTE 111: Technology & Society EDTE 122: Introduction to Design for T & E Education EDTE 232: Information and Communication Technologies EDTE 410: Foundations of Technology EDTE 367: Instructional Analysis and Curriculum Development (Tech Ed) Harford CC undergrad courses example: ENGT 109: Lab View Fundamentals ENGR 203: Engineering Materials CADD 101: Introduction to CADD UMBC graduate courses example: Mechanical Engineering, Information Systems, Systems Engineering	EDTE 481: Facilities, Organization and Management EDTE 487: Foundations of Technology EDTE 499: Research and Experimentation in Technology Education	CTED 602: CTE Instructional Management and Organization CTED 630: Special Problems in CTE CTED 630: Special Problems in CTE (may be taken twice) CTED 651: History and Principles of Career and Technology Education CTED 685: Safety in Technology & Engineering Education CTED 687: Foundations of Technology & Engineering Education
Related Content: 6 credits	Take at local community college or institution of higher education	EDTE 445: American Industry and Global Competition EDTE 485: Safety Programs in Education and Occupational Settings	CTED 655: Contemporary Workplace Practices CTED 665 WBL: Instructional Management and Curriculum Development
PROFESSIONAL COURSE WORK
Adolescent Development	Take at local community college, i.e.; CCBC-PSYC 219 Adolescent Psychology
Human Learning	Take at local community college, i.e.; CCBC-EDTR 215 Educational Psychology
Teaching Methods		EDTE 468: Curriculum and Teaching Methods in Career and Technology Education	CTED 600: Career and Technology Education: Content, Methods and Strategies
Inclusion/Special Needs		EDSP 432: Differentiated Learning in Career and Technology Education	SPED 600: Characteristics of Exceptional Individuals
Student Assessment		EDTE 437: Student Performance Assessment	CTED 635: Standards-Based Assessment in Career and Technology Education
Reading in the Content Area I	Take at local community college, i.e.; AACC EDU 262 Methods of Teaching Reading in the Secondary Content Area: Part 1
Reading in the Content Area II	Take at local community college, i.e.; AACC EDU 263 Methods of Teaching Reading in the Secondary Content Area: Part 2

Total Credits for General Technology Education: 30

Helpful Links

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Undergraduate APL Course Descriptions

(Note: Credit Hours are given in parentheses)

EDTE 111: Technology and Society (3)

This course examines the nature of technology and society within the context of the designed world; its meaning, application, significance, the role it has played in our history and its importance in today’s technological society.  Course content focuses on:  the characteristics and scope of technology; core concepts of technology; relationships and connections between technology and other fields; the cultural, social, economic, and political effects of technology; the effects of technology on the environment; and the role of society in the development and use of technology.

EDTE 122: Introduction to Design for Technology and Engineering Education (3)

This course emphasizes the development of a design. Students use computer software to produce, analyze and evaluate models of projects solutions. they study the design concepts of form and function, then use state-of-the-art technology to translate conceptual design into reproducible products. Prerequisite: EDTE 121 with a “C” or better or Permission of Instructor

EDTE 232: Information and Communication Technologies (3)

This course covers information and communications systems within the context of the design world. It examines how information can be encoded, transmitted, and received. Graphic communications, television, radio, computer networks, computer graphics, the Internet, telephone, and other systems and subsystems are also examined. The symbols, design, and language of information and communications are discussed. Lecture two hours; laboratory two hours. Prerequisite: EDTE 132 or permission of instructor.

EDTE 367: Instructional Design and Curriculum Development in Technology and Engineering Education (3)

This advanced curriculum design course covers how to design a standards-based unit of instruction based on instructional analysis in a content area in order to develop curriculum materials. Students learn to design, implement and evaluate technology-oriented curriculum relative to STEM disciplines. Emphasis is places on the integration and utilization of national and state content standards, not only in Technology and Engineering Education but also in the academic areas mathematics and science. Based on these standards and the backward mapping process, goals, objectives, indicators, student learning activities, instructional materials, and assessment instruments are designed.

EDTE 410: Foundations of Technology (3)

The Foundations of Technology course will prepare teachers to deliver consistent standard-based instruction that results in all students becoming technologically literate. The course will focus on the development of knowledge and skills regarding the following aspects of technology: 1) its evolution, 2) systems, 3) core concepts, 4) design, 5) utlization. It will address the three dimensions of tecnological literacy: knowledge, ways of thinking and actin, and capabilities with the goal of students developing the characteristics of a technologically literate citizen. Foundations of Technology will explore teaching/learning strategies that enable students to build their own understanding of new ideas. It will examine 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 understanding. Participants will examine the teahcing/learning strategies that have proven to be effective in enabling students to achieve the program goals. The nature of a technology education experience with its performance-based instruction and performance-based assessment will be explored with special attention given to the program’s potential to invigorate student interest and achievement.

EDTE 437: Student Performance and Assessment (3)

This course teaches 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 are developed to document student mastery of instructional objectives. Topics covered include assessment goals, national and state assessment, student performance criteria, cognitive assessments, performance assessments, student grading systems, and instructor evaluation.

EDTE 445: American Industry and Global Competition (3)

This course is an examination of American business and industry in relation to current and future global economy trends. All aspects of the industry are covered including planning, management, finance, technical and production skills, principles of technology, labor issues, community issues, and health, safety, and environmental issues. Lecture three hours. Prerequisite: Permission of instructor.

EDTE 468: Curriculum and Teaching Methods in CTE (3)

This course focuses on identifying course content, developing instructional plans, writing performance objectives, identifying appropriate instructional strategies, developing instructional materials, and utilizing standards-based assessment strategies for career and technology education courses. State and national content standards are used as a basis for curriculum design. Prerequisite: Permission of Instructor.

EDTE 481: Facilities and Organization Management (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 the diverse student populations, state and national safety laws, teacher liability, identifying funding resources, program advisory committees, student organizations, and the role of professional associations. Prerequisite: Permission of Instructor.

EDTE 485: Safety Programs in Education and Occupational Settings (3)

This course is a study of exemplary safety practices through conference discussions, group demonstrations, and development of written safety programs for occupational education facilities. Organized plant visits and industrial safety programs are studied. Lecture three hours. Prerequisite: Senior standing or permission of instructor.

EDTE 487: Foundations of Technology and Engineering (3)

The 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. This course examines strategies designed to engage students in exploring and deepening heir 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 technology education experience with its performance-based instruction and assessment will be explored with special attention given to the program’s potential to invigorate students interest and achievement.

EDTE 499: Research and Experimentation in Technology Education I (3)

This course is designed for the junior-senior undergraduate student who has an interest in pursuing a special problem as an independent research project. An independent study contract must be prepared and submitted for the Department Chair’s approval within the first week of the semester. Student cannot take more than two 499 courses for a total of 6 credits. Prerequisite: Consent of the instructor and approval of the Department Chairman.

EDSP 432: Differentiated Learning in CTE (3)

This course provides an overview of the rationale, legal and social foundations, and characteristics of education for students with special needs or other exceptionalities. It focuses on modifying the Career and Technology Education curriculum, laboratory, student outcomes, learning activities, class management, assessments, media, etc. to accommodate the unique learning needs of non-traditional, English Language Learners, gifted/talented, and special needs students. The central application of the course will be Universal Design for Learning with major topics including multiple means of representation, action and expression, and engagement. Specific course topics will include differentiated instruction, assistive technologies, applicable state and federal laws, working with in-school professional and outside agencies, individualized education plans, and cultural contexts in the Career and Technology Education classroom. This course is for students in the Professional and Technical Education track only and will be offered only through the UMES site at the Baltimore Museum of Industry.

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Graduate APL Course Descriptions

(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 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 635: Standards-Based Assessment in Career and Technology Education (3)

This course will focus on how assessment informs effective instruction. Students will define intended learning outcomes, select and construct assessment instruments, evaluate reliability and validity of varied instruments and understand current theory, problems, trends, and issues of assessment. Topics include the development of comprehensive assessment strategies and their interrelationships with learning objectives, selection of instructional techniques, and preparation of instructional plans.

CTED 651: 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.

CTED 655: Contemporary Workplace Practices (3)

This course analyses American industry in relation to current trends in globalization and future competitive trends. Organizational structures, personnel needs, production, quality, and competition in selected manufacturing and construction enterprises are covered. Leadership, human resource management, organizational performance, strategic planning, and customer satisfaction are major themes covered through site-visits and class presentations.  Students learn how each business affects the local, regional and national economy, the role of education in helping American companies stay competitive, and industry expectations for the skills and education needed by interns and future employees. Students will research a career field through a survey instrument and provide a comprehensive report.

CTED 665: Work-Based Learning: Instructional Management and Curriculum Development (3)

This course helps an individual design an instructional program and curriculum materials for work-based learning based on thorough instructional analysis process.  Topics include content standards, instructional analysis, student performance objectives, curriculum design, instructional resources, Universal Design for Learning, work-based learning lesson plans, and assessment.  The purpose of the course is to help teachers acquire new knowledge and skills necessary to create rigorous, high-quality unit and lesson plans for CRD and WBL programs that lead to increased student achievement.

CTED 685: Safety in Technology & Engineering Education (3)

This course reviews current Occupational, Safety & Health (OSHA) laws and regulations, Maryland Occupational, Safety & Health laws and regulations, and Maryland COMAR regulation as related to safety practices in a secondary technology & engineering education laboratory.  Practices related to assessing the environment to determine safety issues and procedures for identifying and correcting problems will be covered, as well as the development of safety programs to avoid accidents.   Exemplary safety practices will be explored through development of written safety programs for technology & engineering education facilities. Teacher liability and facility planning related to safety will be reviewed.  The course is directed towards new T & E teachers.

CTED 687: Foundations of Technology & Engineering (3)

This course focuses on the evolution, systems, core concepts, design, and utilization of technology and engineering in secondary classrooms. 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 the main topics of technology and engineering education in Maryland, certification requirements, technology & society; technological design and problem solving; energy, power and transportation; information and communication technology; manufacturing and construction technologies; and pedagogical and professional studies. Test taking strategies and practice tests will be embedded as course resources. This course helps technology and engineering educators to pass the Praxis II exam on Technology Education  (#5051).

SPED 600: Characteristics of Exceptional Individuals (3)

This course is an overview of the major types of exceptionalities and their impact on the teaching/learning process.  It includes the legal mandates that relate to the field of special education.

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For more information on these courses and APL please contact:

Tyler S. Love, Ph.D., DTE
Professor, Department of the Built Environment
Director of Graduate Studies in Career and Technology Education
Coordinator of Undergraduate Technology and Engineering Education
University of Maryland Eastern Shore
1425 Key Highway, Suite 101
Baltimore, MD 21230-5115
(410) 727-4808 Ext 164
tslove@umes.edu

JoAnn Eliff
Administrative Assistant for Undergraduate and Graduate CTE, WBL, and PTE Courses
University of Maryland Eastern Shore
1425 Key Highway, Suite 101
Baltimore, MD 21230-5115
(410) 727-4808 Ext 164
jenorris@umes.edu