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 is conceptualized and operationalized within and around the major leadership functions and practices in the field including: 

• curriculum
• planning, organization, and coordination
• instruction
• administration and supervision
• research and evaluation
• history and philosophy
• special populations
• diversity
• career development and career education
• tech prep 
• school-to-work transition

The graduate program is designed to prepare persons for careers in teacher education, research and evaluation, vocational administration, secondary and post-secondary teaching, local and state agencies (e.g., government), and public and private organizations (e.g., business/industry, consultants). 

The program also serves individuals who are or have been involved in related education fields (e.g., counseling; special education; adult education; training and development; and human resource development, environment, and management) in the public and private sectors. 

In addition, students may develop an emphasis in industrial technology, technology education, or some other area in the School of Technology. The doctoral, educational specialist, 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.

Graduate Competencies

Graduate students in the Career and Technical Education program will satisfy the six (6) graduate competency areas and components within each. The competencies can be satisfied by successfully completing one or more of the activities listed within each competency area (see Guidelines). A variety of venues such as courses, internships, and school-based activities will be used as vehicles 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 School of Education Graduate Studies Office for inclusion in the student's file.

Monitoring and Assessment Procedures

• Student receives 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 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 certifying statement is forwarded to the School of Education Graduate Studies Office for inclusion in the student's file when all of the graduate competencies have been satisfied.

Guidelines

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, 103K) in Career and Technical Education.