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    Distance Learning
     

    Online Master of Arts Degree in Career and Technical Education

    INSTITUTION INFORMATION Institutional Accreditation: Southern Association of Colleges and Schools Program Accreditation: Southern Association of Colleges and Schools Institutional Membership(s): SOC THIS PROGRAM IS PART OF THE ACADEMIC COMMON MARKET/ELECTRONIC CAMPUS

    Students whose legal residence in the following states: North Carolina, upon admission may enroll at in-state tuition rates. Students must be certified by your home state ACM Coordinator. For information on the certification process please contact your state ACM Coordinator.
    PROGRAM DETAILS Program Information: Master of Arts - Master's Enrollment: 25 seats total Application Deadline: Open How Students and Instructors Communicate: Chat Room, E-mail, Online Assignment Submission, Threaded Discussion Board Subject: Education METHOD OF COURSE INSTRUCTION
    The program is delivered primarily through internet

    Supplemental delivery formats include internet

    This course uses Blackboard

     
    DESCRIPTION
    Rather than just a series of courses, the Master's Degree in Career and Technical Education has been designed based on a holistic view of the field and on the professional competencies and essential knowledge needed by contemporary practitioners to keep their programs current, innovative and effective.

    Major strands of the knowledge base upon which the MA program is based include (also shown are contemporary authors/scholars/researchers in each strand):

    旹conomic and workplace dynamics (Gray, Carnevale, Bailey, Berryman, Merritt)
    旵ontextual/applied learning (Parnell, Hernandez, Blank, Newmann, Wehlage)
    旾ntegration of academic and vocational education (Statz, Grubb, Steinberg)
    昐chool restructuring principles and connections (Grubb, Bragg, Stern)
    旵ommunity/workforce development systems (Grubb, Bailey)
    旳dult learning principles (Knowles, Mezirow, Brookfield, Brockett)
    旾nformed career choice (Applegate, Gray, Herr)
    昇ew designs for CTE (Gregson, Copa, Pautler, Pucel)
    昗orkplace equity (Hernandez, Lakes)
    昄eadership in CTE (Finch)

    These strands have been organized into five major program components and include:

    1.School Mission
    2.Curriculum and Instruction
    3.School Structures and Supports
    4.External Factors and Supports
    5.Implications for School-Wide/District and Distributive Leadership

    Courses were then selected or developed to help participants acquire the desired competencies in each of these components.

    Program Goals and Objectives:

    1.Refine personal philosophy of education.

    a. Examine educational trends and issues in contemporary society
    b. Examine the role of CTE for serving all students in our educational system
    c. Critically examine personal philosophy of education

    2.Enhance curriculum, instructional, and assessment practices.

    a. Enhance skills as a facilitator of learning for youth and adults
    b. Examine new curriculum and assessment designs for CTE
    c. Infuse workplace competencies and instructional technology into curriculum
    d. Integrate the CTE and academic curriculum

    3.Understand the administrative and supervisory context of CTE.

    a. Describe how local CTE organizational systems function
    b. Identify and describe the scope and nature of CTE program administration
    c. Recognize and describe common supervisory functions and tasks in CTE programs

    4.Enhance relationships between the CTE program and stakeholders.

    a. Facilitate interaction between the program and employers
    b. Facilitate interaction between program and the community
    c. Examine emerging workplace competencies

    5.Enhance participants� role as a reflective and professionally active practitioner.

    a. Enhance role as an active member of the profession
    b. Acquire competencies in program evaluation and program improvement
    c. Reflect on personal practice and engage in personal and professional development
    d. Recognize the value of diversity and equity in schools & the workplace


     
    SPECIAL ENROLLMENT ISSUES
    One key to the success of the MA program has been the high quality of our on-line courses.

    Courses utilize streaming videos, audio clips, websites, wikkis, webquests, chat groups, live audio discussions, online journal articles & resources mailed directly to participants by the USF library.

    Rather than write papers and take tests, participants craft solutions to problems, respond to realistic scenarios, reflect on their practice and develop products for actual use in their programs.


     
    TECHNICAL REQUIREMENTS
    Students enrolled in online courses at USF must have an active USF e-mail account, a USF NetID, and reliable Internet access. High speed internet capbility is required to view streaming video. You may check whether or not your browser is compatible with the software used for distance education at the academic computing web site at my.usf.edu.
    ACCESS TO LEARNING RESOURCES
    A NetID, available to enrolled USF students online and it allows students to access learning resources online, including the USF Library.
    Library Services 813-974-2729;vlcomments@lib.usf.edu.
    USF Bookstore Toll-Free: 1-800-873-8114.
     
    ACCESS TO FINANCIAL AID RESOURCES
    Limited fellowship and scholarship opportunities are available. Financial aid opportunities can be discussed with your program advisor.

    SPECIAL PROGRAM REQUIREMENTS

    Bachelors Degree from accredited institution
    Experience in Career and Technical Education or related field (at least two years preferred)
    GRE and letters of recommendation are NOT required
    Those not certified may be admitted but will complete a slightly different program of studies (USF MA Plan III)
    3.0 GPA in last 60 SH of undergraduate work. We can admit a limited number of applicants with GPA less than 3.0 as "exceptions"

     
    SPECIAL GRADUATION REQUIREMENTS
    Portfolio Assessment rather than comprehensive examination at end of program, Includes non-traditional experiences such as job shadowing, industry visits, etc.
    ACCESS TO ADVISING/MENTORING SERVICES
    Academic advising will be provided through e-mail, phone, fax, and regular mail.
    SPECIAL TRANSFER POLICIES
    Foundations courses and electives may be transferred in from other universities (up to 6 hours), with advisor approval.
    SPECIAL ENROLLMENT ISSUES
    Courses are delivered through Blackboard. E-mail and Internet capabilities are required. The online courses are based on a traditional semester calendar and are not independent study. Participants are required to make weekly postings and to interact with others online through a course website. Students with varying degrees of
    computer proficiency (from novice to expert) have all been successful in mastering the minimal technical needs of taking an online course.
    SPECIAL ATTENDANCE REQUIREMENTS
    Participants are not required to attend any on-campus meetings. Mid-term and final exams for may be arranged in the student's local area with a proctor
    SPECIAL PROGRAM PREREQUISITES
    This program admits students in a cohort. For more information contact:
    Dr. Bill Blank(813) 974-0314
    blank@tempest.coedu.usf.edu
    OTHER CONSIDERATIONS
    Students enrolled in on line courses at USF must have an active USF e-mail account, a USF NetID, and reliable Internet access.

     


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