Master’s of Education in CTE

UMES at the Baltimore Museum of Industry (BMI)

Six Required Core Courses (18 credits)	Credits
CTED 600: CTE Content, Methods, and Strategies	3
CTED 602: CTE Instructional Management and Organization	3
CTED 615: Administration and Leadership in CTE	3
EDUC 610: Learning and Instructional Design	3
CTED 640: Research in CTE I	3
CTED 650: Research in CTE II	3
Select Four Elective Courses (12 credits)	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 672: Career Counseling for Developing Student Career and Postsecondary Readiness	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 Credits	30

Important Details about the M.Ed. Degree

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.

---

How to Enroll in the M.Ed. Program

Please contact us or fill out the form at the top of this page so we can assist you with enrolling in the correct courses. Please do not apply without contacting us first.

---

Helpful Links

---

Admission Requirements for the M.Ed. program

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 to the M.Ed. program

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.

ME.d. applicants must also:

• 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 the Built Environment’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.

---

M.Ed. Program 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.

---

Graduate CTE 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 672: Career Counseling for Developing Student Career and Postsecondary Readiness (3)

This course will cover basic counseling techniques, career development theories relevant to school-aged children and adolescents, and essential components of career and postsecondary readiness, with a focus on the role of school-based career counseling professionals in middle and high schools. Students will practice basic counseling skills and demonstrate evidence-based strategies to promote student career and postsecondary readiness skills through individual counseling; assessment of career interests, abilities and work values to promote student autonomy in selecting careers and educational programs of study based on their own interests, abilities and work values; group interventions; career development program planning and delivery; and collaboration with parents, teachers, career and technology education (CTE) programs, work-based learning partners, postsecondary institutions, local businesses, industries, and other community stakeholders. Counselor advocacy to promote equity in student access, success, and attainment of academic and career goals will be emphasized. This course is designed for school counselors, career and technology educators, and work-based learning coordinators who are interested in developing or enhancing their career counseling and coaching skills.

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 about the M.Ed. 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 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