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
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
- 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
- The program is delivered primarily through
Supplemental delivery formats include internet
This course uses Blackboard
SPECIAL ENROLLMENT ISSUES
- 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,
旵ontextual/applied learning (Parnell, Hernandez, Blank, Newmann,
旾ntegration of academic and vocational education (Statz, Grubb,
昐chool restructuring principles and connections (Grubb, Bragg,
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
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
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
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
c. Recognize and describe common supervisory functions and tasks in
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
a. Enhance role as an active member of the profession
b. Acquire competencies in program evaluation and program
c. Reflect on personal practice and engage in personal and
d. Recognize the value of diversity and equity in schools & the
- 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
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
ACCESS TO LEARNING RESOURCES
- 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 FINANCIAL AID RESOURCES
- A NetID, available to enrolled USF students online and it allows
students to access learning resources online, including the USF
Library Services 813-974-2729;email@example.com.
USF Bookstore Toll-Free: 1-800-873-8114.
- Limited fellowship and scholarship opportunities are available.
Financial aid opportunities can be discussed with your program
SPECIAL PROGRAM REQUIREMENTS
SPECIAL GRADUATION 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"
ACCESS TO ADVISING/MENTORING SERVICES
- Portfolio Assessment rather than comprehensive examination at
end of program, Includes non-traditional experiences such as job
shadowing, industry visits, etc.
SPECIAL TRANSFER POLICIES
- Academic advising will be provided through e-mail, phone, fax,
and regular mail.
SPECIAL ENROLLMENT ISSUES
- Foundations courses and electives may be transferred in from
other universities (up to 6 hours), with advisor approval.
SPECIAL ATTENDANCE REQUIREMENTS
- 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
computer proficiency (from novice to expert) have all been
successful in mastering the minimal technical needs of taking an
SPECIAL PROGRAM PREREQUISITES
- 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
- This program admits students in a cohort. For more information
Dr. Bill Blank(813) 974-0314
- Students enrolled in on line courses at USF must have an active
USF e-mail account, a USF NetID, and reliable Internet access.