Course Information
Graduate Programs at the Baltimore Museum of Industry (BMI)
What programs do we offer? (click on the arrows next to each program for more details)
Professional and Technical Education (PTE) Certification
These courses are offered at the undergraduate and graduate levels for MSDE certification. More information can be found on the PTE webpage.
Work-Based Learning (WBL) Endorsement
These courses are offered at the undergraduate and graduate levels for the MSDE work-based learning endorsement. Graduate level WBL courses can be applied toward the master’s degree.
Master’s Degree in Career and Technology Education (CTE)
This is a 30 credit Master’s 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.
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.
Bachelor’s Degree in Technology and Engineering (T&E) Education
This is a 126 credit Bachelor of Science degree program that leads to MSDE certification in Technology Education. This degree pathway is offered at our Baltimore campus at the Baltimore Museum of Industry (BMI) and in local T&E school labs and makerspaces. This pathway supports students following a 2 + 2 pathway by earning their associate’s degree at a local community college and then completing their coursework through the BMI location and a teaching internship in local school districts. For more information please visit the T&E education webpage.
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Program of Study for the Master’s (M.Ed.) in CTE
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 Master’s 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.
Core Graduate Level Required Courses for the M.Ed. in CTE
All six classes are required
| Course # | Course Title | Credits |
|---|---|---|
| CTED 600 | Career and Technology Education Content, Methods and Strategies | 3 |
| CTED 602 | Career and Technology Education Instructional Management and Organization | 3 |
| CTED 615 | Administration and Leadership in Career and Technology Education | 3 |
| EDUC 610 | Learning and Instructional Design | 3 |
| CTED 640 | Research in Career and Technology Education I | 3 |
| CTED 650 | Research in Career and Technology Education II | 3 |
Total Core Required Credits: 18
Graduate Level Electives for the M.Ed. in CTE – Pick 12 credits from this section
| Course # | Course Title | Credits |
|---|---|---|
| CTED 607 | Coordination of Work Experience Programs | 3 |
| CTED 610 | Teaching Adult and Post-Secondary Education Programs | 3 |
| CTED 630 | Special Problems in Career and Technology Education | 3 or 6 |
| CTED 635 | Standards-Based Assessment in Career and Technology Education | 3 |
| CTED 651 | History and Principles of Career and Technology Education | 3 |
| CTED 655 | Contemporary Workplace Practices | 3 |
| CTED 665 | Work-Based Learning: Instructional Management and Curriculum Development | 3 |
| CTED 675 | Reading, Writing and Mathematics Literacy Instruction in CTE | 3 |
| CTED 685 | Safety in Technology & Engineering Education | 3 |
| CTED 687 | Foundations of Technology & Engineering | 3 |
| SPED 600 | Characteristics of Exceptional Individuals | 3 |
Total Core Required Credits: 18
Total Elective Required Credits: 12
Total Credits for the M.Ed.: 30
Professional and Technical Education (PTE) Certification Course Sequence
Each new student applicant must submit to the UMES BMI office a completed copy of the Maryland State Department of Education (MSDE) Professional and Technical Education (PTE) Grades 7-12 Evaluation for Certification. All course registrations require a UMES Permission Code obtained from the BMI office. We can only assign permission codes to those who have submitted the Evaluation for Certification form.
| MSDE Evaluation COMAR Descriptors | UMES Undergraduate Course | When Offered | UMES Graduate Course | When Offered |
|---|---|---|---|---|
| a) Planning, delivering, and assessing instruction | EDTE 468: Curriculum and Teaching Methods in CTE | Fall & Spring | CTED 600: CTE Content, Methods, and Strategies | Fall only |
| b) Managing an effective classroom and minimizing risk | EDTE 481: Facilities and Organization Management | Fall & Spring | CTED 602: CTE Instructional Management and Organization | Spring only |
| c) Differentiating instruction to accommodate special needs | EDSP 432: Differentiated Learning in CTE | Fall & Spring | SPED 600: Characteristics of Exceptional Students | Spring only |
| d) Providing reading, writing, and mathematics literacy instruction relevant to the career area | EDTE 470: Academic Literacy in CTE | Summer & Fall | CTED 675: Reading, Writing, and Mathematics Literacy in CTE | Summer only |
Total Credits for PTE Certification: 12
General Technology Education Course Sequence for Advanced Professional Certificate (APC)
Teachers transferring in or beginning teaching Technology Education in Maryland must be provided a General Secondary Technology Education (Grades 7-12) Evaluation for Certification form. This table indicates exactly what the teacher must fulfill to complete their MSDE Standard Professional Certificate requirements. The requirements may be grouped into 30 credit hours of content coursework, 21 credits of teaching pedagogy coursework, teaching experience, and certification 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 certification 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 certification specialist.
| COMAR Criteria | UMES Main Campus or Other College Courses | UMES Undergraduate Courses at BMI | UMES Graduate Courses at BMI |
|---|---|---|---|
| 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
Work-Based Learning (WBL) Course Sequence
The Work-Based Learning course sequence (3 courses/9 credits) leads to the MSDE endorsement for WBL. Courses can be taken at the undergraduate or graduate level. The graduate level courses can also apply as elective courses toward the Master’s degree in CTE. Teachers who can submit documented evidence of 1,000 hours of wage-earning, non-teaching occupational experience within the past 10 years; OR participation in a 150 hour industry externship experience may not have to complete the EDTE 445/CTED 655 course. Please contact us for more details.
| Undergraduate Course | When Offered | Graduate Course | When Offered |
|---|---|---|---|
| EDTE 467: Instructional Analysis and Curriculum Development | Fall | CTED 665: WBL Instructional Management and Curriculum Development | Fall |
| EDTE 480: Coordinator of WBL Programs | Spring | CTED 607: Coordination of Work Experience Programs | Spring |
| EDTE 445: American Industry and Global Competition | Summer | CTED 655: Contemporary Workplace Practices | Summer |
Total Credits for WBL Endorsement: 9
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 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 Career 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 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 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 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 675 Reading, Writing and Mathematics Literacy Instruction in CTE (3)
This course provides an extensive understanding of the academic literacies that should be taught and modeled in Career and Technology Education classrooms. The academic literacy of reading, writing, and science, technology, engineering and mathematics (STEM) as identified in the Common Core State Standards are crucial for CTE students to develop their career and college readiness.
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).
EDUC 610 Learning and Instructional Design (3)
This course provides 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.
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.
For more information on this program, 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 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
Marianne Hollerbach
Administrative Assistant for Undergraduate CTE, WBL, and PTE Courses
University of Maryland Eastern Shore
1425 Key Highway, Suite 101
Baltimore, MD 21230-5115
(410) 727-4808 Ext 164
mhollerbach@umes.edu
