Department of Curriculum and Instruction Webpage

Career and Technical Education

The mission of the graduate program in Career and Technical Education is to improve and expand theory and practice in the field and its disciplines, and to prepare leadership professionals who are concerned with education and training that enables youth, young adults, and adults to pursue their careers and vocations in the workplace and community.

The program serves professionals from the CTE curriculum disciplines, guidance and counseling, special education, academic content areas, adult education, training and development, and human resource development, environment, and management in the public and private sectors.

Conceptual Model

The CTE graduate program is conceptualized within and around the major leadership functions and practices in the field that include: curriculum planning, organization, and coordination; instruction; administration and supervision; research and evaluation; history and philosophy; special populations; diversity; career development, career education, career pathways; technology preparation; and school-to-career transition.

The program is operational within the context of discovery, learning, and engagement.

The graduate program is designed to prepare persons for careers in teacher education, research and evaluation, career and technical education administration, secondary and post-secondary teaching, local and state agencies (e.g., government), and public and private organizations (e.g., business/industry, consultants). The doctoral and master's degrees, and a variety of certification/license (e.g., Director of Career and Technical Education) and endorsement (e.g., Interdisciplinary Cooperative Education) programs are offered.

Existing Research Programs

• Integrating Academic and Technical Education
  • Generalizable (Transferable) Skills Instruction
• Special Needs Populations
  • Public Policy
  • School-to-Career Transition
• Leadership Development in Career and Technical Education
  • Program Evaluation and Follow-up
  • Effects of Local Program Improvement Initiatives
  • Longitudinal Impact of Leadership Training
• Trade and Industrial Education
  • Teacher Supply and Demand

Degrees, Licenses, and Programs Offered

• Master of Science in Education (M.S. Ed.)
• Doctor of Philosophy (Ph. D.)
• License: Director of Career and Technical Education
• Endorsement: Interdisciplinary Cooperative Education
• Leadership Development Programs (LDP) in Career Education, Career Pathways, Generalizable Skills Instruction, and Special Needs Populations
• Educator Internship in Business and Industry

Curriculum Framework and Courses

Foundations

• EDCI 54100: Contemporary Issues in Career and Technical Education
• EDCI 55000: Career Education
• EDCI 64500: Organization and Administration of Career and Technical Education

Curriculum and Instruction

• EDCI 54300: Instruction in Career and Technical Education
• EDCI 54400: Career and Technical Education for Special Needs Learners
• EDCI 55200: Generalizable Skills Instruction in Career and Technical Education
• EDCI 64800: Curriculum in Career and Technical Education
• EDCI 65300: Seminar in Career and Technical Education
• EDCI 69500: Internship in (Career Education, Career Pathways, Generalizable Skills Instruction, Special Needs, Field Experience in Business and Industry, Shadowing and Mentoring)

Administration and Policy

• EDCI 54500: Planning in Career and Technical Education
• EDCI 55300: Leadership Development in Career and Technical Education
• EDCI 64400: Legal Issues in Career and Technical Education
• EDCI 64600: Supervision in Career and Technical Education
• EDCI 69500: Internship in Career and Technical Education Administration

Disciplined Inquiry

• EDCI 59000: Individual Research Problems
• EDCI 64700: Research in Career and Technical Education
• EDCI 64900: Assessment in Career and Technical Education
• EDCI 65000: Program Evaluation in Career and Technical Education
• EDCI 65300: Research Seminar
• EDCI 69800: Thesis Research
• EDCI 69900: Dissertation Research

Additional courses applicable to CTE Licenses:

• EDCI 24200: Principles and Philosophy in Vocational and Technical Education
• EDCI 24400: Leadership for (CTE) Youth Organizations
• EDCI 35700: Occupational Internship
• EDCI 35800: Organization and Coordination of Vocational and Technical Education
• EDCI 45000: Techniques of Cooperative Vocational Education
 

Graduate Competencies

Graduate students in the Career and Technical Education program will satisfy the six (6) graduate competency areas and components within each area. The competencies can be satisfied by successfully completing one or more of the activities listed within each competency area (see Guidelines below). A variety of venues such as courses, internships, and school-based activities can be used to satisfy the competencies. Diversity, access, and equity issues and practices are expected to be infused and pervasive within all competency areas and activities that satisfy student competency attainment. Each student's approved graduate competency plan will be reviewed at least once each semester. All successfully completed competencies will have documentation in the form of products. After the student has satisfied all competencies and required activities, the advisor and committee members will conduct a final review and evaluation of the student's portfolio. Upon final approval, a statement of certification of successful completion of the graduate competencies requirements will be forwarded by the advisor to the College of Education Graduate Studies Office for inclusion in the student's file.

Monitoring and Assessment Procedures

• Student receives and reviews the Graduate Competencies Guidelines.
• Student meets with advisor to discuss his/her plan to satisfy the graduate competencies.
• Student develops his/her graduate competency plan.
• The advisor and committee review and approve the plan.
• The student implements the plan and develops the portfolio.
• The student and advisor meet at least once each semester to review the plan, monitor progress, and evaluate formatively the portfolio.
• All requirements in the graduate competency plan will be completed and satisfied no later than the middle of the last semester before expected graduation.
• The advisor and committee members review and evaluate summatively the student's portfolio.
• The student delivers a presentation of his/her portfolio during or prior to the final oral examination.
• A statement of certification is forwarded to the College of Education Graduate Studies Office for inclusion in the student's file when all of the graduate competencies have been satisfied.

The competencies, activities, and products will use several venues that include courses, internships, independent studies, thesis research, seminars, comprehensive written examinations, oral examinations, school-based activities, professional organization activities, community activities, and others identified by the student, advisor, and/or committee members. The student will select one or more activities to satisfy the components of each competency area with the guidance of his/her advisor and committee members.

Graduate (General) Competencies

See a chart of graduate (general) competencies (PDF, 215K) in Career and Technical Education.

COE Quick Links