Education Course Descriptions
Concentration: Career & Technical Education
The online Master’s of Education in Career and Technical Education is designed to provide proven theories and strategies that you can put directly into practice in the classrooms, while also highlighting the latest technologies and methodologies in CTE education. Courses marked with an asterisk (*) reflect courses required to achieve the post-master’s Certificate of Advanced Graduate Study in Career and Technical Education.
Core Coursework (M.S.Ed.)
This course will enhance your classroom-based experiences by linking those experiences with professional research skills. Teachers will learn how to locate and critically review a wide range of professional resources. Teachers will take significant steps toward becoming teacher leaders by combining their classroom based knowledge, articulating that knowledge from a research-based framework, successfully navigating school cultures, and learning from their seasoned peers. Exposure to this information will instill in teachers an understanding of their leadership potential and responsibilities in the school setting.
This course explores the theories of differentiated instruction and the associated models. Within the course, teachers design units and lessons incorporating differentiated strategies. Teachers share lessons and reflect with colleagues in their school and in the course. Requirements include lessons incorporating differentiation strategies, collegial reflection regarding lessons, and the creation of a final project that establishes teachers’ commitment to differentiation in their classrooms.
This course examines significant theories of student motivation in the classroom, classroom management, and the connections therein. Teachers taking this course create a program to address classroom management within their classroom and techniques for sharing their understanding with other teachers.
Research is the foundation for the improvement of teaching and learning in the classroom. Teachers taking this course research a classroom or school issue relevant to improving student learning. Requirements include conducting the research and preparing a formal report suitable for presentation at a state, regional, or national conference on educational research. The work submitted throughout this course will be graduate-level work, using the American Psychological Association (APA) Publication Manual for organization, language, and citations.
This course develops reflective practices that assist participants to explore both professional and personal growth that has occurred throughout the University of New England’s MSE program. Participants will learn organizational tools that help formalize their working portfolios to a final presentation e-portfolio that reflects self-directed learning within their program experiences. The work submitted throughout this course will be graduate-level work; using American Psychological Association (APA) formatting for organization, language, and citations. As a prerequisite to this course, students should have successfully completed all MSE courses.
Concentration Coursework (M.S.Ed. and CAGS)
Achieving academic excellence through this model sometimes referred to as the Rigor & Relevance Framework is the model that has defined CTE when operating at its very best. Studies have shown that students understand and retain knowledge when they have applied it in a practical, relevant setting. This course will explore the R & R Framework developed by the International Center of Educational Leadership. This framework is a powerful tool that has captured the imagination of teachers to aspire to teach students to high rigor and high relevance. Course participants will use the framework to set their course standards of excellence as well as plan objectives they wish to achieve. This framework will involve standards (academic & industry), curriculum, instruction (pedagogy), and assessment development. Each participant will develop a series of lesson plans that correlate with Quadrant “D” of the R &R Framework.
This course will explore the variety of lesson plan modifications, workplace adaptations, and Individual learning plans required to meet the needs of all students. Participants will be asked to review sample Individual Education Plans (IEPs) and student records / files to determine best adaptations for CTE programming. Special Education Laws, Vocational Rehabilitation strategies, and work placement activities will highlight course expectations.
This course will review and examine best practices in using Literacy activities in the CTE classroom, labs, and in “live work” situations. Studies have shown that Literacy is best taught in the Content Areas. As such, CTE will explore the literacy expectations of the participants’ teaching responsibilities. Each participant will examine the literacy requirements for their own program. These reading expectations will be examined against the student’s reading ability using the Lexile Framework to assess reading level. Adapting literacy strategies to assist each student requiring “help” will be the impetus of this course. Participants will be exposed to the variety of Literacy strategies CTE instructors can use to increase the Literacy levels of each student. Student Pre and Post testing will be discussed.
Health and Safety Standards for CTE offers essential content and background for those responsible for overseeing the safety and hygiene in a CTE schools. Participants will develop an understanding of safety and industrial hygiene terminology and principles and practices by examining four key processes in an effective industrial hygiene model — anticipation, recognition, evaluation, and control. Discussions on when to utilize various qualified and certified safety protocols are held throughout the course. Coursework focuses current best practices for school and workplace safety and exploration of industrial hygiene hazards and controls found in many industries.
The initiation, building and continuation of educational, business and community partnerships and collaborations are critical to the success of CTE schools. Vital and active partnerships provide ground for unique collaborations that serve students by fostering business apprenticeships, post-secondary articulations and dual enrollments, parental and community support, grants/scholarships/donations, curricula content expertise and the overall understanding of macro trends and opportunities Course participants will develop a Comprehensive CTE Outreach Plan for their school.