Master of Education in Career and Technical Education
Program Description
The Master's in Education, Career and Technical Education degree program is designed to
prepare students for a profession in career and technical education. Graduates of this program
are able to assume roles as CTE administrators, educators, and training and development
personnel in secondary, post-secondary, and business and industry settings. Students take
courses in Career and Technical Education and in Education Foundations. Students also take 15
hours of coursework in one of three selected emphasis area in administration, teaching, or
educational technology or in an area that is of interest to the student.
Brief History of the M.Ed. in Career and Technical Education Program
NAU has a long history of providing graduate degrees in the Career and Technical Education.
When NAU was the Arizona State College, master’s programs in both industrial education and
home economics education were offered as part of the School of Applied Science and
Technology. In the fall of 1984 NAU began offering a Master in Vocational Education (MVE)
through the College of Design and Technology. The MVE was moved to the Center for
Excellence in Education in fall, 1994. Under the 2002-2004 catalog, the degree name was
changed to Masters in Career and Technical Education to align with a name change in the
national arena. The MVE (and now MCTE) has always been on the forefront of distance
education. In the 1990’s the program was one of the first state-wide programs, delivering
degree courses in satellite campuses and employing interactive television (ITV) classrooms. In
addition, the MVE program was one of the initial adopters of online education at NAU in 200002. In 2003 the MCTE program went entirely online and expanded from a statewide to a
nationwide student audience. Today, the program is moving towards an international student
audience. Currently there is one degree seeking student from Italy.
The MCTE program offers two options: option one for Thesis and Oral Defense and option two
for Final Oral Exam. The program of study requires the following courses designed to meet the
identified program goals:

CTE Core (12 units): CTE 591 History and Philosophy, CTE 691 Research in CTE, CTE 692
Instructional Management and CTE 696 School and Community Relations

one of EDF 500, 670, 671, 672, and 677 (3 units)

15 units of courses in a concentration area from other programs in the College of
Education or within CTE and in consultation with an advisor.
M.Ed. in Career and Technical Education
Page 1
Background Information
Enrollment
Admission requirements to enroll in the MCTE are the same as those established by the
Graduate College. This program does not require GRE scores or any other standardized test
scores. However, students need to provide a writing sample that they complete while filling
their online application.
As with the BSED in CTE: Occupational Education, it is difficult to explain enrollment trends in
the Master’s of Education in Career and Technical Education (MCTE) program because they do
not conform to changes in legislature or other university issues. While the Technology Research
Initiative Fund (TRIF) established in 2000 dedicated significant funds to workforce development
and one of the programs that benefited from that funding was CTE, it did not have as much
impact as it could have had for the undergraduate program. This is because the MCTE is an
advanced degree and there are fewer professionals that would need such a degree to advance
in their specific fields. Recently, two new online programs that compete directly with the
population that may be attracted to the MCTE program were opened: Master’s in Public
Administration and Master’s in Counseling: Human Relations. Both of these programs are also
offered online and they are attractive to professionals that are seeking further their education
to move to middle-level management positions.
M.Ed. in Career and Technical Education (PAIR data)
60
Total Enrolled Studetns
50
40
30
20
10
0
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
Unduplicated
23
25
28
32
32
43
38
33
27
Duplicated
26
45
37
50
50
49
40
40
M.Ed. in Career and Technical Education
Page 2
Graduation Rates
The graduation rates for the M.Ed. in CTE have remained relatively stable across the review
period as has the overall enrollment in the program. Throughout the review period between
22-38% of the enrolled candidates in the program are conferred degrees (unduplicated
count/degrees conferred). This would indicate that the program candidates are able to
demonstrate good academic progress within the degree, not resulting in a bottleneck situation
in which only a small number of candidates complete the program in an academic year with a
continually rising number of candidates in progress within the degree program. The profile of
degree awards is indicative of the enrollment trends within the program. That is, most degree
completers in each of the years included in this review period are identified as being an online
student or are taking courses in a community campus location.
M.Ed. in Career and Technical Education Degrees Awarded by Location (PAIR data, duplicated
count)
Degree Awarded
FY
2004
FY
2005
FY
2006
FY
2007
FY
2008
FY
2009
FY
2010
FY
2011
FY
2012
Community
Campuses*
Flagstaff*
7
3*
2*
3*
0
0
0
0
0
2
0
0
1*
0
0
1*
0
0
Online
2
9
7
7
11
19
8
10
12
TOTAL
11
12
9
11
11
19
9
10
12
*There were 10 students identified as a campus based students, but this program is only available online.
Students sometimes classify themselves based upon their residence not understanding that that degree is not
offered at a campus based location.
Program Diversity and Student Engagement with Diversity
The M.Ed. in CTE program continues to attract a primarily male (60-70%), White/Anglo (7080%) population of students. This gender trend, however, is representative of the national
figures for CTE programs, which often show a traditional model of gender by discipline
(Ashunda, 2011). Given the program offerings in Family and Consumer Science (often female
weighted), and Business, Industrial Technology, and Administration (typically male weighted),
the gender distribution is in line with other national data on gender diversity in CTE programs.
The ethnicity breakdown for the program mirrors the U.S. Census data for 2010 for
Black/African American (4.5%), 5.3% American Indian (5.3%), but diverges from the state
population statistics for Asian (3.1% vs 0%), Hispanic (30.2% vs 8-15% in typical years), and
White (57.1% vs 70-80% in this review period). Recruiting and retaining a more diverse
candidate pool is an area of need for this program.
M.Ed. in Career and Technical Education
Page 3
Number of Students Enrolled in the M.Ed.in Career and Technical Education by Gender (PAIR
data, fall term of each academic year used for comparison purposes)
Gender
Female
Male
TOTAL
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
15
16
17
21
24
26
24
21
20
(65%)
(64%)
(62%)
(66%)
(75%)
(60%)
(63%)
(64%)
(74%)
8
9
11
11
8
17
14
12
7
(35%)
(36%)
(38%)
(34%)
(25%)
(40%)
(37%)
(36%)
(26%)
23
25
28
32
32
43
38
33
27
Number of Students Enrolled in the M.Ed.in Career and Technical Education by Ethnicity (PAIR
data, fall term of each academic year used for comparison purposes)
Race /
Ethnicity
African
American
Asian
American
Hispanic
Native
American
White
FY 04
FY 05
FY 06
0
0
0
0
0
0
FY 07
FY 08
FY 09
FY 10
FY 11
Spring
12
1
3
5
2
2
1
(3%)
(9%)
(12%)
(5%)
(6%)
(4%)
1
1
0
0
0
0
0
(4%)
(3%)
0
1
2
5
2
2
3
5
(4%)
(7%)
(15%)
(6%)
(5%)
(8%)
(15%)
0
0
5
3
1
1
(22%)
(12%)
(4%)
(3%)
2
1
1
(5%)
(3%)
(4%)
18
21
24
23
26
35
28
23
23
(78%)
(84%)
(85%)
(72%)
(81%)
(81%)
(74%)
(70%)
(84%)
International
0
0
0
0
0
0
0
0
0
Other/Not
Specified
Two or More
0
0
0
0
TOTAL
0
23
0
0
25
28
1
1
1
2
(3%)
(3%)
(2%)
(5%)
0
0
0
32
32
43
1
(4%)
1
2
1
(3%)
(6%)
(4%)
38
33
27
Self-Study Summary
Relationship of the M.Ed. in Career and Technical Education program to NAU’s mission and
strategic goals?
The program has been a leader in distance delivery for over 20 years. This learner-centered
degree has been completely online since 2003 to provide convenient access for students.
Faculty members focus on relevancy in the coursework with a well-planned curriculum that is
applicable, challenging, and helps prepare students for a variety of careers upon graduation
(NAU Goal 1). The program also focuses on personal contact with students. All advising is
done by full-time faculty and all faculty members are accessible to students for assistance 7
M.Ed. in Career and Technical Education
Page 4
days per week. To address the goal of student access, progress and affordability (Goal 2), this
program offers year-round admission and allows students to start the program at any time.
The flexible program of study allows students to customize coursework to meet individual
career goals. In addition, the program is focused on affordability by allowing students to
achieve their master’s degree in an efficient and timely manner. Because the program does not
charge program fees, has very low course fees, and most courses do not require the purchase
of textbooks, students are able to earn their degree in an affordable manner. The M.Ed. in
CTE program also addresses the goal of innovative and effective practices by employing a
rigorous online education program. Candidates are able to complete this degree program
wherever they live and/or work. By crafting the program in this manner, the program increases
educational opportunity across the state, region, and nationally.
The M.Ed. in CTE program also addresses strategic initiatives of the College of Education. The
program coursework is unique in Arizona in that there are no other options for advanced
degrees in CTE in the state. Thus, the M.Ed. in CTE program demonstrates leadership in
preparing teachers and human service personnel in Arizona (CoE Strategic Plan Goal 1). Recent
recruitment efforts have resulted in a changing demographic of program candidates that
includes more individuals from culturally and linguistically diverse backgrounds (CoE Strategic
Plan Goals 2 and 3 – Leading Institution for Native American/Hispanic/Latino(a) Students).
Quality of the program?
Faculty: Quality of the Faculty and Curricular Offerings
This program has only one tenure track faculty member and one non-tenure track faculty
member on a contract that renews annually. These faculty members serve not only the B.S.Ed.
CTE programs, but the M.Ed. in CTE programs as well. Both faculty members teach year round
to support the course offerings of both programs (including winter and summer sessions). They
are supplemented with adjunct faculty. In the Phoenix program only a single course is taught
by full-time faculty, the capstone course CTE 495c (previously CTE 408c). In the online program
adjunct faculty are also heavily relied upon.
The two full time faculty members bring to the program very different skills and professional
experiences that complement each other, making it a stronger program. For instance, Dr.
Michael Roberts brings the experience and skills from the construction, welding, and other
vocational/trades knowledge part of the degree while Ms. Nicole Hampton contributes the
business perspective and experience. Besides that, they take extreme care in selecting parttime faculty to teach in the program. Full time faculty members evaluate potential instructors
based upon a combination of education and experience. Specifically, a combination of
education in CTE, experience in CTE at the secondary or post-secondary level, and occupational
M.Ed. in Career and Technical Education
Page 5
experience in a CTE content area are essential to be able to teach in the MCTE program. Parttime faculty also need to show knowledge of current trends, issues, and philosophies in CTE and
show an involvement in the field overall.
The table below indicates faculty teaching core courses:
Human Relations
Core Faculty
Michael Roberts
Rank
Career and Technical Education Courses Taught
Associate Professor
Nicole (O’Grady)
Hampton
Assistant Clinical
Professor
CTE696 (School & Community Relations), CTE692 (Instructional
Management)
CTE691 (Research in CTE), CTE692 (Instructional Management),
CTE591 (History and Philosophy of CTE)
Online Core Course Designers & Primary Instructors
Career and Technical Education Online Core Course
CTE696 School & Community Relations
CTE691 Research in CTE
CTE591 History and Philosophy of CTE
CTE692 Instructional Management
Designer
M. Roberts
N. Hampton
N. Hampton
N. Hampton
M. Roberts
D. Abel
Instructors
M. Roberts
N. Hampton
N. Hampton
N. Hampton
M. Roberts
D. Abel
Career and Technical Education Online Elective Course
CTE550 Grant Writing
CTE561 Facilities Design
CTE592 Program Planning & Curriculum Development
CTE576 Coordinating Coop Programs
Designer
M. Roberts
M. Roberts
D. Abel
N. Hampton
CTE500 CTE Foundations
N. Hampton
CTE583 Student Services in CTE
CTE595 Evaluation in CTE
CTE661 Bus/Fin Mgt
CTE670 Adult Learners
CTE690 Personnel Mgt
V. Croft
V. Croft, D. Abel
V. Croft, D. Abel
N. Hampton
V. Croft, D. Abel
Instructors
M. Roberts
M. Roberts
D. Abel
N. Hampton, D.
Hume-Cheatwood
N. Hampton, P.
Beltram
V. Croft
V. Croft, D. Abel
V. Croft, D. Abel
N. Hampton
V. Croft, D. Abel
CTE592 Program Planning & Curriculum Development
Online Elective Courses, Designers, and Instructors
Evidence of Teaching Effectiveness and Innovation
Students in the M.Ed. in Career and Technical Education complete an end of term evaluation of
each course. The tables below present the course evaluation data for two academic terms.
Course evaluations sample student perceptions of the quality of courses and instruction using a
5 point Likert-scale survey tool. A Rating of 5 indicates that the student perceived the course
experience in that area to be “excellent.” Ratings of 1 indicate that the student perceived the
course experience in that area to be “unsatisfactory.” To gather data on the student
M.Ed. in Career and Technical Education
Page 6
perceptions of teaching effectiveness and innovation, two questions from the survey were
extracted for analysis. Student ratings on the extent to which the course “increased their
knowledge” were used to indicate the quality of the overall instruction they received (i.e., did
the student learn). The second question, “Was the course worthwhile?” serves as an indication
of the student’s overall satisfaction with the course. Course evaluations for 2011-2012 for core
program courses in the program with response rates are included below. Student course
evaluations for the numerous courses in the M.Ed. in Career and Technical Education program
of study are typically at or above 4.0 for all courses and across all instructors. This speaks of the
teaching and excellence commitment from full time faculty and also about the care that is
taken in selecting part-time instructors. Full time faculty members evaluate potential
instructors based upon a combination of education and experience. Specifically, a combination
of education in CTE, experience in CTE at the secondary or post-secondary level, and
occupational experience in a CTE content area are essential to be able to teach in the MCTE
program. Part-time faculty also need to show knowledge of current trends, issues, and
philosophies in CTE and show an involvement in the field overall.
CTE CORE
Course Number and Title
CTE 591 History & Philosophy of CTE
CTE 691 Research in Career and Technical
Education
CTE 692 Instructional Management for
Career and Technical Education
CTE 696 School-Community Relations in CTE
CURRICULUM ELECTIVES
Course Number and Title
CTE 592 Program Planning and Curriculum
Development in Career and Technical
Education
CTE 670 Adult Learners
Sections
Taught
2011-12
1
Response
Rate
(range)
13%
Increased
Knowledge
Course
Worthwhile
5.00
5.00
1
44%
4.25
4.25
1
43%
4.00
4.00
1
67%
4.67
4.67
Sections
Taught
2011-12
1
Response
Rate
(range)
53%
Increased
Knowledge
Course
Worthwhile
4.12
4.12
50%
3.83
3.67
4.23
4.18
3.60
3.40
3.91
3.74
4.15
4.01
2
(25-75%
CC 580 The Community College
12
47%
(25-64%)
ECI 666 Problems in Secondary School
Curriculum
ECI 675: Principles of Curriculum
Construction
ECI 696: Professional Problems of Teachers
2
50%
(0-100%)
7
35%
(0-60%)
7
40%
(12-70%)
M.Ed. in Career and Technical Education
Page 7
EDL 600 Leadership Skills
18
50%
4.37
4.25
4.31
4.40
Increased
Knowledge
Course
Worthwhile
4.24
4.09
4.67
4.56
3.96
3.91
4.43
4.32
Increased
Knowledge
Course
Worthwhile
4.30
4.29
4.19
4.17
4.24
4.19
4.30
4.25
(11-100%)
EDL 630 Leadership Development
7
80%
(33-100%)
FOUNDATIONS ELECTIVES
Course Number and Title
EDF 670 Philosophy of Education
Sections
Taught
2011-12
8
Response
Rate
(range)
31%
(0-56%)
EDF 671 History of American Education
8
52%
(0-100%)
EDF 672 Comparative Education
3
43%
(13-90%)
EDF 677 Education Sociology
4
48%
(33-67%)
EDUCATIONAL PSYCHOLOGY ELECTIVES
Course Number and Title
EPS 620 Vocational Counseling and Career
Development
EPS 605: Educational Psychology Applied to
Learning
EPS 611 Adolescent Psychology
Sections
Taught
2011-12
10
Response
Rate
(range)
50%
(32-64%)
18
48%
(18-100%)
4
57%
(42-75%)
ESP 612 Adult Psychology
3
50%
(44-55%)
The tables above depict course evaluations for academic year 2011-2012, including those that
are not part of the CTE area. Courses that do not have a CTE prefix belong to a different COE
department. Out of all the CTE courses in the tables, only one, CTE 670, did not reach 4.0 in the
course evaluation. The number presented above for this course is the evaluation average of
two course offerings, one with overall evaluation of 5.0 and another with evaluations of 2.67
and 2.33 in the two questions that are selected to demonstrate teaching effectiveness and
innovation. During school breaks (before fall and spring semesters), full time faculty meet to
discuss students’ course evaluation and determine strategies to modify and improve courses,
especially those with low student evaluation.
Faculty Contributions to Discipline or Profession through Scholarly, Creative or Professional
Activity
There are only two full-time faculty members in the career and technical education area. Both
core faculty members hold key state leadership positions in the career and technical education
discipline. Dr. Roberts serves as an appointed member of the CTE Advisory Board to the
M.Ed. in Career and Technical Education
Page 8
Arizona State Board of Education. Nicole Hampton serves as an appointed member as the
University Representative to the ACTEAZ Board of Directors.
Additionally, both have a very extensive and diverse scholarly and professional record. They
have made numerous professional presentations at conferences, published chapters in
textbooks, served as scholarly reviewers in their discipline, participated in diverse committee
membership servicing their discipline at the college, university, and state levels, and held
leadership roles. Appendix A provides a list of scholarly and professional activities for these
two core career and technical education faculty.
Both core faculty members maintain membership and an active role in the key professional
organizations in their discipline: the Association for Career and Technical Education and the
Arizona Association for Career and Technical Education. Additionally, both core faculty
members serve annually as University Supervisors for student teachers in the Career and
Technical Education disciplines. Dr. Roberts has also served as a University Supervisor for
DODDs student teachers in a variety of disciplines.
Assessment of Student Learning/Success
The assessment of student learning/success in the M.Ed. in CTE program of studies involves an
assessment of the overall GPA of program candidates and a comprehensive examination or a
thesis project that covers major learning requirements of the program of study. The
assessment of GPA shows that the average GPA of a program graduate is 3.83. This shows that
students are successfully completing coursework. However, assessment of student learning in
this degree goes beyond just completing the required coursework. In order to graduate,
students are required to either pass an exit oral examination or successfully defend a thesis.
This ensures that student learning is assessed at the end of the program. As the program is
completely online, requiring students to personally demonstrate knowledge related to core
outcomes ensures program integrity. In the past seven years, all graduating students have
chosen the exit oral exam option. Only one student did not successfully pass the exit oral exam
(this student successfully transferred their coursework to the Masters in Secondary Education
and graduated with that degree). It is not uncommon for student to conditionally pass sections
of the exit oral exam. It is also not uncommon for students to not pass sections of the exit oral
exam and have to retake the following semester. Less common is the student who has a full
no-pass and is required to retake the entire exam the following semester. It has been
recognized that the exit oral exam procedures need to be formalized and documented for
students. As a result a student handbook was created and adopted the Fall, 2012 semester.
Additionally, formal data for conditional and no pass rates by section needs to be collected and
analyzed by faculty to use for program improvement.
M.Ed. in Career and Technical Education
Page 9
Contributions of the Program to the region, state or local community?
Contributions the University
The M. Ed. In CTE program allows NAU to reach out and serve individuals in career and
technical professions that want to move up to a middle-management position within a
company. Given the flexibility of this degree in terms of being almost tailor-made for each
student, the program attracts minority and non-traditional students. Through the commitment
to service from the two full-time faculty members in this area, NAU is well represented at
national and state conferences in CTE.
Contributions to the State
We are the only CTE Masters program in the state. We are one of a handful of programs in the
country. Program faculty serve in leadership positions in two key areas: one faculty member is
on the CTE Advisory Committee to the State Board of Education and one faculty member is on
the ACTEAZ Board of Directors.
Strategic plans for the future?
Future improvements for the M.Ed. in Career and Technical Education fall into four broad
categories: Students, faculty/staff, program enhancements, and program delivery system.
Students:
1. A student handbook was developed and it is being implemented starting Fall 2012. This
comprehensive student handbook, developed by the CTE faculty, is intended to assist
students in their degree progress and success while in the program.
2. Goal to increase the total number of students in the program by 20%. The enrollment in
the M.Ed. in CTE program has remained relatively stable across the review period,
generally hovering around 30-40 students during any one academic year. Primarily, this
has been a function of the limited number of full-time faculty members in the program.
A cadre of highly qualified part-time, contingent faculty members supports the program.
The CTE faculty members and the College of Education administration will explore
options for expanding enrollment in the program, with a target of a 20% increase in
candidates enrolled in the program during the upcoming review cycle.
M.Ed. in Career and Technical Education
Page 10
3. Goal to increase the geographic diversity of students, especially in light of the
differences between the current candidate pools and state Census figures, as well as
targeting national and international students. The online course delivery of this degree
program allows candidates from geographically diverse areas to participate in the
program. Currently, there are few candidates outside of Arizona or the surrounding
states in the region. One area of potential growth for the program is to explore options
for students across the country and internationally to participate in the M.Ed. in CTE
program. The Western Region Graduate Programs (WRGP) recently adopted the MCTE
degree as part of the offerings for students living in such states to enroll in the program
without having to pay for out-of-state tuition. Still, the program faculty will explore
options for recruiting international students with the Center for International Education
and the NAU Graduate College.
4. Goal to increase ethnic diversity of students, especially Native American and
Hispanic/Latino(a) students corresponding to the College of Education strategic goals. A
review of the diversity of candidates in the program indicates a need to increase the
diversity of the candidates’ pool for the program. Expanding the diversity of candidates
enrolled in the program, especially related to candidates of Hispanic/Latino(a) and/or
Native American backgrounds will enhance the program and provide for a more diverse
candidate experience. The program will work with the NAU Graduate College and the
Marketing Department to identify strategies to improve outreach and recruitment of
candidates from diverse racial/ethnic backgrounds.
Faculty/Staff
1. Faculty will continue to attend professional development in the CTE field to ensure
currency of content area knowledge. The changing landscape of public education (and
higher education) requires that faculty members remain current in their discipline. The
CTE faculty members will identify sources of funding to support professional
development activities for full-time faculty members.
2. Faculty will maintain or increase leadership positions in key CTE organizations at the
regional, state, and national levels.
3. With only two full time faculty, it is very difficult to increase student enrollment in this
program. It is recommended that at least one more faculty position based in the
Phoenix metro area is funded.
M.Ed. in Career and Technical Education
Page 11
Program
1. Program hour change approved by University Graduate Committee (UGC) effective Fall
2012 reduced total hours from 36 to 30. It is expected that this will make the program
more competitive with other institutions. The faculty members will monitor the
program to determine if the reduction in credit hours required for degree completion
stimulates greater levels of interest and enrollment in the program.
2. Program change approved by UGC effective Fall, 2012 removed three emphasis areas
and the program of study changed to have concentrations. With advisor assistance and
approval the student develops a concentration, from either CTE courses or approved
interdisciplinary courses that comprise a coherent area of study. Areas from which a
student may select a concentration include but aren’t restricted to curriculum and
instruction, higher education, educational technology, human resource development,
and CTE Administration.
3. Evaluate and modify course fees to be in alignment with current program needs.
4. The M.Ed. in CTE program currently does not have a set of student learning outcomes
and/or program learning goals. The full time faculty members in will work with the
Office of Curriculum, Learning Design, and Academic Assessment to develop a
comprehensive set of program/student learning goals for this program. Develop a
comprehensive and rigorous assessment system for the MCTE. At present, the program
uses course grades and the results of the comprehensive oral examination to assess the
effectiveness of the program. Faculty members of the CTE will work with the Office of
Curriculum, Learning Design, and Academic Assessment to craft a comprehensive and
rigorous assessment system that is aligned to major program learning outcomes,
samples student learning/success across the program, is articulated with university-level
learning outcomes, and includes an electronic system to gather key artifacts of student
learning and evaluate these artifacts to determine the extent to which candidates
demonstrate the major program learning outcomes.
5. Align the exit oral examination to program-level student learning outcomes. Compile
and evaluate exit oral exam data in an effort to assess of student learning/success. The
results of this analysis will be used to review the program coursework, assignments, and
identify potential gaps in student learning.
M.Ed. in Career and Technical Education
Page 12
6. Develop strategies to identify resources to effectively market and recruit students into
the program, especially both nationwide and internationally. It is recommended that
both undergraduate and graduate programs are promoted as a packet to develop skilled
workforce and middle management qualified personnel.
7. Explore expanding the program to an international audience.
Delivery System:
1. All faculty will use the BbLearn grade book to communicate student progress. Presently,
faculty members use a mix of strategies and tools to track and inform candidates of
their progress in the course. With the availability of BbLearn course shells for all
courses, the CTE faculty members will begin implementing the grade book inherent in
this system as a common means of tracking and informing candidates of their progress
in course within the program.
2. With the help of an advisory board, determine if the program will be more attractive by
offering hybrid courses instead of all online courses. Although online course and
program offerings are attractive to busy adults, it is recognized that a hybrid mode of
delivery combines the best of in-person and online courses.
3. Seek internal and external funding to revamp courses and program foci to make them
more attuned to present industry standards and course delivery needs. This possibility
will be explored by full time faculty when they meet for their semester retreat. Do we
want to look into hybrid/blended classes to align with the President’s initiatives on
blended learning? Should we pursue grants to garner external funding for course
transformation/conversion?
M.Ed. in Career and Technical Education
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