Career and Technical Education
This seminar covers selected school and training topics, including workforce development, training, managing information systems, diversity issues, school-industry partnerships, and performance evaluation.
Students learn how to develop and use a variety of evaluation methods to monitor student academic and occupational achievement as well as teaching effectiveness. Special emphasis is placed on relating evaluations to occupational curricula and instruction. Students learn about standardized tests and other diagnostic tools frequently encountered and/or used by classroom teachers. Particular attention is given to adapting assessments to meet the needs of all students. Contemporary issues related to testing, grading, evaluation, and accountability are addressed.
The course is designed to help students apply successful teaching methods in marketing education. Students examine and investigate best teaching practices in marketing education. Students use teaching salesmanship, advertising, advertising layout, and display to demonstrate understanding and skills in teaching methods for marketing education.
This course provides an overview of school leadership and the principles of democratic supervision of vocational education, examining them with specific reference to the roles of the administrative director and vocational supervisor. These particular roles are analyzed with an emphasis on professional/staff development systems.
This course focuses on teacher professionalism and staff development and how schools can build capacity to maintain these systems. The course deals with the national standards for professional development; the process, content, and context of staff development; and the development of reflective practices.
The course is designed for students to investigate successful instructional strategies for teaching BCIT, including microcomputer applications. Students examine, analyze, and demonstrate application of the skills in K-12 classrooms or a simulated environment. Students prepare lesson plans, teach demonstration lessons, research methodologies, and discuss the effect of their activities on student outcomes. Students develop teaching competency that is appropriate for teaching business, computer, and information technology-related subjects.
Students examine, explore, discuss, and critique current developments and trends relating to the design, application, and evaluation of business, computer, and information technology education programs in the K-12 educational system. Students investigate the changing patterns and requirements of the workplace. Students explore and participate in activities of the profession.
Students explore the rationale for developing marketing education programs that meet the needs of students and industry. Students examine, discuss, critique, and investigate current developments and trends relating to the design, development, application, and evaluation of marketing education programs in the K-12 educational system.
The course is designed to help educators plan and apply learning theory and principles of project-based learning to the development of business-related instruction in the elementary school classroom.
Prospective career and technical teachers/technical trainees are placed in supervised public school/industrial experiences and assisted in developing specialized teaching strategies through individualized instruction and seminar activities. (This constitutes an alternative delivery system equivalent to the professional requirement.)
The history, development, and operation of cooperative education programs are covered. Also explored are the development and promotion of a workplace-learning program, the development of workplace-learning partnerships, workplace-learning sites, safety considerations for students in the workplace, and connecting work-based and school-based learning.
This course covers the role of the teacher-coordinator in conducting and teaching procedures and activities necessary for providing successful supervised field experiences for students in the workplace. Also covered are methods of establishing contact with students, employers, teachers, parents, and community leaders; career and technical student organizations; and students with special needs. The course also explores developing and understanding labor laws and other legal requirements affecting student workers/interns.
Students study and analyze curriculum theories and the practical application of the systems approach in the analysis, design, development, implementation, and evaluation of performance-based education or technical training programs. Students also explore standards-based education, standards-aligned curriculum systems, and curriculum frameworks associated with 2+2+2 systems.
This course explores the range of activities covered by state and federal vocational/technical education laws; vocational/technical education as an integral part of the public system; and the development of a point of view regarding alternative school-to-work programs.
This course covers methods for managing internal information and communicating it to the public served by CTCs (Career Tech Centers), high schools, and technical programs. Relationships with business and industry, government, and media groups are emphasized.
Students study the factors used to determine the vocational training needs of labor market areas, including local industrial expansion, recession, and unemployment. Students also consider the organization, nature of offerings, physical facilities, and scope and sequence of vocational programs. The course also focuses on conducting formative and summative program evaluations.
This course focuses on clinical supervision, peer coaching, and conducting conferences in professional development programs.
The course focuses on contemporary issues and/or problems in workforce education. Enrollment is limited to master's degree students.
Technical work experience in business and industry designed for all fields of career and technical education.
Prerequisite: Permission of advisor.
Problem-based topics related to vocational education or technical training are investigated.
Credit is given for a supervised internship within a specified field of CTE/technical training to provide the student with leadership development experiences.
This supervised internship in a CTE setting provides the student, who is a candidate for system leader, with education leadership experiences.