Graduate Program at BMI
Objective of the Program
- Program Outcomes
- Admission Requirements
- Application Deadline
- Program of Study
- Retention and Exit Requirements
- Typical M.Ed. Program of Study
- Course Descriptions
- Graduate Brochure 2021-2022
- Career and Technology Education Programs
- M.Ed. Course Sequence by Semester
- Fall 2021 Inner Harbor Newsletter
- Frequently Asked Questions FAQ
- BMI Winter Spring 2022 Schedule
- Summer 2022 Schedule
- Fall 2022 Schedule
- CTED Graduate Admission Directions
- BMI Registration Directions 2020-2021
- BMI Payment and Confirmation Directions 2021-2022
- UMES BMI Readmission Form
- UMES Course Withdrawal Form
- University Withdrawal form
- Reimbursement for Course Tuition Info
- Admissions – Student Change of Information Form
- Bridge and Provisional Admission Guidelines
- Professional and Technical Education Sequence
- General Secondary Technology Education Sequence 2020
- Work Based Learning Sequence
New in 2021-2022:
- Numerous graduate students have won TEEAM and ITEEA Awards and many graduate students have been peer review published with Dr. Loveland
- Canvas allows CTE teachers from distant counties to attend face hybrid classes with BMI cohort. We have WebCam systems in both Room 113 and the Fireplace Room.
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 student’s 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:
- Provide opportunities for individuals to gain professional knowledge, skills and dispositions in teaching and training.
- 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.
- Develop individuals who can implement Common Core State standards, national content standards, and Science-Technology-Engineering-Mathematics (STEM) standards into curriculum, training and instruction.
- 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.
- Develop teachers and leaders who are professional, committed, reflective, continuous learners, and contributors to the enhancement of the teaching and training profession.
- 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 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:
- Knowledge and application of Maryland State standards-based curriculum in Career and Technology Education areas.
- Development of administrative and leadership skills in Career and Technology Education.
- The ability to conduct research on important topics and issues in education and training, specifically Career and Technology Education.
- Application of research and inquiry for the improvement of classroom and laboratory instruction.
- Understanding of the learner’s physical, cognitive, and emotional development and the implications for learning and instruction.
- 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.
- Skills and knowledge necessary to assist learners with special needs and diverse cultural backgrounds in an instructionally integrated setting.
- Ability to organize and manage a classroom and laboratory on the basis of research, best practices, expert opinion, personal attributes, and student learning needs.
- Development and application of a variety of teaching/learning strategies and techniques.
- Appropriate use of a variety of approaches to assess and evaluate instructional outcomes.
- Use of instructional technology, including computers and media, for classroom, laboratory and professional needs.
- 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
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(s) 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:
- 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.
- 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:
- Fall Semester June 1
- Spring Semester December 1
- Summer Sessions April 1
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 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.
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 “B” (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 student’s previous educational experience and future career goals. All credits are required to be at a 600 level. Students will take a written comprehensive examination and complete a capstone 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 Master’s 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 “C” grades will be acceptable in the program.
Students must complete the program within three calendar years of advancement to Master’s 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
Total Credits: 30
Core Graduate Level Required Courses
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 Pick twelve 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||3,6|
|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 Elective Credits: 12
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 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:
Dr. Thomas Loveland
Director, Career and Technology Education Graduate Program
Department of Built Environment
University of Maryland Eastern Shore
1425 Key Highway, Suite 101
Baltimore, MD 21230
(410) 727-4808 X164
Dr. Jeffrey Molavi
Department of Built Environment
University of Maryland Eastern Shore
11931 Art Shell Plaza
Princess Anne, MD 21853-1299