Bachelor of Education in Career and Technical Education:
Occupational Education
Program Description
The B.S. Ed. Career and Technical Education –
Occupational Education degree program is designed
to help students advance in the technical areas of
their current careers and become equipped to train
others in those technologies. It is suited to students
who plan to enter an occupation that requires
specific occupational training, are seeking career
advancement or personal intellectual enrichment, or
are considering a pre professional plan. This degree
is especially suited for those who have occupational
work experience or prior college credits. This is a
90/30 program and as such allows up to 90 hours of
transfer credit. Additionally, occupational
experience credit (up to 53 hours) is also available.
This is not an educational certification or initial
preparation degree. This program is offered online
or through a Phoenix based cohort for law
enforcement professionals only. Program learning
outcomes are constantly revised and are part of
courses throughout the program of study.
Program Learning Outcomes:
1. Demonstrate occupation specific
knowledge and skills.
2. Understand foundations of Career and
Technical Education.
3. Demonstrate the ability to plan and
develop instruction.
4. Demonstrate the ability to deliver and
assess instruction.
5. Understand how to develop, manage and
maintain an effective and safe learning
environment or workplace.
6. Demonstrate technological literacy.
7. Professionalism.
8. Demonstrate the ability to positively
affect learning of all students and address
the needs of diverse students.
9. Apply leadership and management
theory through research and practice in
organizations.
Brief History of the B.S.Ed. in Career and Technical Education: Occupational Education
Program
NAU has a long history of providing a BSED degree in Career and Technical Education. Back
when NAU was the Arizona State College, a BSED in Vocational Technical Education was offered
as part of the School of Applied Science and Technology. In the 1980’s the program was a part
of the College of Design and Technology. It was moved to the Center for Excellence in
Education in the fall of 1994. Under the 2002-2004 catalog, the degree name was changed to a
BSED in Career and Technical Education with an occupational education emphasis to align with
a name change in the national arena. The unique program code for the Occupation Education
program was first implemented in the 2003-4 academic year. This program has always been at
the forefront of distance education. In the 1990’s the program was truly statewide: utilizing
satellite campuses, interactive television (ITV) classrooms, and online delivery methods. The
program was one of the initial adopters of online education at NAU. In 2003 the Occupational
B.S. Ed. Career and Technical Education
Page 1
Emphasis became a completely online program, maintaining the Phoenix-based cohort program
for law enforcement professional only. Today, the program is moving towards a national
student audience.
The program of study requires the following courses designed to meet the identified program
goals:
Students complete a 55 hour major comprised of coursework in approved career and technical
education occupation areas. Coursework can include any combination of transfer credit,
minor(s) from related fields, NOCTI test credit, and/or occupational experience credit.

All students take core classes in curriculum development (CTE 433), teaching methods (CTE
465), and research (CTE 340w) and complete a capstone course (CTE 495c)

Student choose 6 hours of instructional technology courses from CTE 355 Computer
Applications in CTE, CTE 431 Presenting Technical Materials, and CTE 486 Multimedia
Development

Students choose 12 hours of coursework in classes such as CTE 301 Integrated Teaching and
Learning, CTE 392 Accident Prevention, and CTE 408 Fieldwork Experience that meet their
personal career goals
Background Information
Enrollment Data
B.S.Ed. in Career and Technical Education: Occupational Education (PAIR data, duplicated and
unduplicated counts). The fall term of each academic year is used for the unduplicated count)
It is difficult to explain enrollment trends in the Career and Technical Education (CTE)
Occupational Education program because they do not conform to changes in legislature or
other university issues. For instance, 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. In 2004 (the oldest data available), enrollment was at
around 85 students, but one would think that enrollment would be higher because of the TRIF
funding. By 2006, the enrollment trend was already going down. In that year, the Carl D. Perkins
Renew Act imposed new restrictions and accountability measures on CTE programs that may
have caused some secondary and postsecondary institutions to reevaluate their CTE program
offerings. In 2007, as it might have been expected, the enrollment trend went down, but then it
recovered again in 2008, going to levels higher than the ones in 2004. After the high enrollment
of 2008, the number of students pursuing a CTE program has followed a downtrend. A cursory
B.S. Ed. Career and Technical Education
Page 2
investigation found that state CTE budged was cut by $27 million in 2011-12 school year, so the
enrollment decline cannot be entirely attributed to these budget cuts. In fact, the low
enrollment trend is national. For instance, a visit to the Western Oregon University website for
CTE indicates that, “The Career and Technical Education Program is currently on hiatus due to
low student enrollment. We do not have a date when it will be available again in the future but
hope to have a schedule available this fall.”
(http://www.wou.edu/provost/extprogram/careertechnical.php).
However, recent reports around the state (e.g., 21st Century Career and Technical Education
Pathways On the Rise: The Role of Career and Technical Education in Arizona’s Future produced
in 2013 by The Morrison Institute) highlight the need to revive and refund CTE programs if
Arizona is to close the skills gap and reduce the high school dropout rate.
Total Students Enrolled in Fall Term
Enrollment Trends in the B.S. Ed. in Career and
Technical Education: Occupational Education
120
100
80
60
40
20
0
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
Unduplicated
84
77
35
28
62
76
61
64
54
Duplicated
84
91
44
42
107
105
95
81
*Duplicated counts were obtained from PAIR data on programs. Unduplicated counts were obtained by using PAIR data for the fall term of each
academic year. Unduplicated count was not available for FY 12.
B.S. Ed. Career and Technical Education
Page 3
Graduation Rates
B.S.Ed. in Career and Technical Education: Occupational Education Degrees Awarded by
Location (PAIR data, duplicated count)
Degree Awarded
Community
Campuses
Flagstaff*
Online
TOTAL
FY 04
9
FY 05
21
FY 06
7
FY 07
33
FY 08
42
FY 09
22
FY 10
10
FY 11
16
FY 12
0
0
0
9
1
2
24
0
2
9
1
2
36
0
6
48
0
5
27
1
4
15
0
3
19
0
12
12
*There were 3 students identified as Flagstaff students, but program is not in Flagstaff. Students sometimes
classify themselves based upon residence not understanding the degree is not offered as a campus based program.
Discrepancy in graduation numbers from 2008 (42 students) to 2012 (zero students) is due to a
surge and decline of enrollment coming from a partnership formed with state law enforcement
agencies. The decline in enrollment, according to area coordinators in the North Valley NAU
campus, is due to the development of a Public Management program that is also a 90/30
program. While the law enforcement cohorts were served in two community campuses, North
Valley and East Valley, full time faculty in the CTE programs teach only online. If no other
partnership is formed in the Phoenix metro area, the enrollment and graduation trend may
shift to completely online.
Program Diversity and Student Engagement with Diversity
The CTE: Occupational Education degree mostly attracts White students who are in Extended
Campuses and mostly attend in a part-time basis. Although all the classes are offered online
and there are agreements with the Western States area, about 90% of the students claim AZ
residency. In terms of gender, about one fourth of the student population is female but the
percentage of women rose in the fall 12.
Number of Enrolled Students in Career and Technical Education: Occupational Education
Candidates by Gender (PAIR data, fall term of each academic year used for comparison
purposes)
Gender
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
Unduplicated Count
Female
Male
TOTAL
14
17
7
8
17
18
11
13
20
(17%)
(22%)
(20%)
(29%)
(27%)
(24%)
(18%)
(20%)
(37%)
70
60
28
20
45
58
50
51
34
(83%)
(78%)
(80%)
(71%)
(73%)
(76%)
(82%)
(80%)
(63%)
84
77
35
28
62
76
61
64
54
B.S. Ed. Career and Technical Education
Page 4
Number of Enrolled Students in Career and Technical Education: Occupational Education
Candidates by Ethnicity (PAIR data, fall term of each academic year used for comparison
purposes)
Race/Ethnicity
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
Unduplicated Count
African American
Asian American
Hispanic
Native American
International
White
Other/Not
Specified
Two or more
TOTAL
2
3
1
1
1
1
2
3
3
(3%)
(4%)
(3%)
(4%)
(2%)
(1%)
(3%)
(5%)
(6%)
2
2
0
0
0
(3%)
(3%)
19
16
5
(22%)
(20%)
(14%)
0
0
2
2
1
1
(3%)
(3%)
(2%)
(1%)
12
9
11
4
1
(19%)
(12%)
(18%)
(6%)
(2%)
0
2
2
3
1
5
2
(3%)
(6%)
(10%)
(2%)
(6%)
(3%)
0
60
0
53
0
27
0
23
0
45
0
57
0
42
0
51
0
46
(71%)
(69%)
(77%)
(82%)
(72%)
(75%)
(69%)
(80%)
(81%)
1
1
0
1
1
2
2
3
3
(1%)
(1%)
(4%)
(2%)
(3%)
(3%)
(5%)
(6%)
0
0
0
0
0
84
77
0
35
28
62
76
2
(3%)
1
2
1
(2%)
(3%)
(2%)
61
64
54
B.S. Ed. In CTE Occupational Education Self-Study Summary
What is the relationship of the B.S.Ed. in Career and Technical Education: Occupational
Education: Occupational 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 had an online option since 2003 to provide convenient access for students. It was
one of the first three approved 90/30 programs at Northern Arizona University. 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. Until recently all
advising was done by full-time faculty (online program) or full-time coordinators (cohort
program). Online faculty members are accessible to students for assistance 7 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
bachelor’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, the students are able to earn their degree in an affordable manner. The learnerB.S. Ed. Career and Technical Education
Page 5
centeredness of the program is demonstrated by the degree to which the B.S .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.
What is the 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. 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 Part-time 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
Part-time faculty are also heavily relied upon.
The two full time faculty 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, etc. part of the degree while
Ms. Nicole Hampton brings the business perspective and experience. Besides that, they take
extreme care in selecting part-time 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 postsecondary 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.
The table below indicates faculty teaching core courses:
CTE: Occupational
Education Core
Faculty
Michael Roberts
Rank
Career and Technical Education: Occupational Education
Courses Taught
Associate Professor
Nicole Hampton
Assistant Clinical
Professor
Part-time Faculty (08- )
Part-time Faculty
Part-time Faculty
CTE391 (previously CTE391), CTE392 (previously CTE292),
CTE496, CTE495c (previously CTE408c)
Used to teach CTE431 (2004) and CTE433 (2004-2008)
CTE300, CTE301, CTE340w, CTE465 (2004-2009)
Brian Snow
Beulah Lee Gerwitz
Mark Hamilton
B.S. Ed. Career and Technical Education
CTE355, CTE431, CTE486, CTE465 (2011)
CTE355, CTE486
CTE300, CTE340w, CTE465
Page 6
Diane Abel
Jo Jorgenson
John Tom McCullough
James Milstead
Shawn Wheeler
Vaughn Croft
Ben Johnson
Patricia Beltram
John Humphrey
Jill Hudson
Joan Henry
Tony Maldonado
Part-time Faculty
Part-time Faculty (04-07)
Part-time Faculty
Part-time Faculty
Part-time Faculty
Part-time Faculty
Part-time Faculty (06-08)
Part-time Faculty
Part-time Faculty
Part-time Faculty (2007)
Part-time Faculty
Part-time Faculty
CTE433 (2008-2011)
CTE300, CTE433, CTE301
CTE300
CTE300, CTE301, CTE433, CTE465, CTE408c (2008)
CTE355, CTE486
CTE300, CTE330, CTE433
CTE355, CTE431, CTE486
CTE465 (2007-2010)
CTE301
CTE301
CTE300, CTE301
CTE301
Online Core Course Designers & Primary Instructors
Career and Technical Education: Occupational
Education Online Core Course
CTE340w Research & Development In CTE
CTE355 Computer Applications for CTE Teachers
CTE431 Presentation of Technical Materials
CTE433 Program. & Curriculum Planning in CTE
CTE465 Methods of CTE
CTE486 Multimedia Development
CTE495c Capstone in CTE
Designer
Instructors
N. Hampton
B. Johnson
B. Snow
B. Johnson
B. Snow
D. Abel
N. Hampton/B. Snow
B. Johnson
B. Snow
M. Roberts
N. Hampton
B. Johnson
B. Snow
B. Johnson
B. Snow
D. Abel
N. Hampton/B. Snow
B. Johnson
B. Snow
M. Roberts, N. Hampton
Online Elective Courses, Designers, and Instructors
Career and Technical Education: Occupational
Education Online Elective Course
CTE300 Comprehensive CTE Programs
CTE301 Integrating Teaching and Learning
CTE391 Laboratory Mgt.
CTE330 Contemporary Technology Education
Program
CTE392 Accident Prevention
CTE496 Career and Technical Student Organizations
Designer
Instructors
Croft (06), Hampton
N. Hampton
M. Roberts
V. Croft
Croft (06), Hampton, Henry
N. Hampton
M. Roberts
V. Croft
M. Roberts
M. Roberts
M. Roberts
M. Roberts
Evidence of Teaching Effectiveness and Innovation
Students in the B.S.Ed. in Career and Technical Education – Occupational Education complete
an end of term evaluation of each course. The tables below present the course evaluation data
for the two most recent academic terms. Course evaluations sample student perceptions of
the quality of courses and instruction using a 5 point Likert-like survey tool. Rating of 5 indicate
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.”
B.S. Ed. Career and Technical Education
Page 7
To gather data on the student 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.
Student course evaluations for the numerous courses in the B.S .Ed. in Career and Technical
Education during the 2011-2012 academic year are included below. Evaluations for courses in
the program of studies are typically above 4.0 for all courses and all instructors. Courses in the
tables below are divided into three areas: CTE Core, Instructional Technology, and Electives.
The CTE Core courses are offered every semester to allow for rolling enrollment during the
academic year and summer. Instructional Technology courses are offered only once a year
because students are required to take two of these courses and one course is offered in each of
the fall, spring, and summer sessions. CTE Electives, according to the faculty in this area, are
offered according to the interests of each student. Noteworthy is the fact that evaluations are
consistently at or above 4.0 regardless of courses being taught by full time or part time faculty.
This speaks of the care that full time faculty put into selecting part time instructors for their
courses. Another factor in receiving consistently good evaluations is the close monitoring to the
standardized design and content of each course regardless of who teaches it.
CTE CORE
Course Number and Title
CTE 340W Research and Development in
Career and Technology Education
CTE 433 Program and Curriculum Planning in
CTE
CTE 465 Methods of Career and Technical
Education
CTE 495C Capstone in CTE
INSTRUCTIONAL TECHNOLOGY
Course Number and Title
CTE 355 Computer Applications for CTE
Teachers
CTE 431 Presentation of Technical Material
in Career and Technical Education
CTE 486 Multimedia Development
B.S. Ed. Career and Technical Education
Sections
Taught
2011-12
3
Response
Rate
(range)
31%
Increased
Knowledge
Course
Worthwhile
4.14
4.07
4.75
4.75
(0-48%)
3
33%
(0-50%)
2
50%
4.58
4.58
3
38%
4.10
4.26
Sections
Taught
2011-12
1
Response
Rate
(range)
48%
Increased
Knowledge
Course
Worthwhile
4.75
4.83
1
40%
5.00
5.00
1
50%
4.00
4.50
Page 8
ELECTIVES
Course Number and Title
CTE 300 Comprehensive CTE Programs
Sections
Taught
2011-12
3
Response
Rate
(range)
32%
Increased
Knowledge
Course
Worthwhile
4.66
4.60
4.30
4.30
4.75
4.69
(14-56%)
CTE 301 Integrated Teaching and Learning
2
52%
(13-90%)
CTE 392 Accident Prevention
1
67%
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
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. The
Appendix file provides a list of scholarly and professional activities for these two core career
and technical education faculty. They have made 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.
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 B.S. Ed. in CTE Occupational Education uses two measures to assess student learning in the
program. The first measure, overall grade point averages of program graduates, samples
overall learning while in the program. The average GPA of a BSED CTE Occupational Education
graduate is 3.64. This shows that students are successfully completing the coursework.
The second measure of student learning evaluates student performance in the final, capstone
course in the program. The BSED CTE Occupational Education program has a capstone course
that, with the exception of one year, has been taught by the one full-time tenured faculty
B.S. Ed. Career and Technical Education
Page 9
member. When taught as CTE408c it was pass/fail. 111 students ( 99%) passed and 1 student (
1%) failed (2004-2007). Now the course is being taught as CTE495c and is graded. Grade
distribution for the past two years is 84 students (84%) A, 13 students (13%) B, 1 student (1%)
C, 1 student (1%) F, and 1 student (1%) W (2005-2011).
Contributions of the Program to the region, state or local community
This is the only program of its kind in the region, state, and even the nation. The ability for this
program to grant students up to 53 hours of occupational experience credit through testing and
work experience makes this degree a viable option for many students to complete a BS degree
in a timely and affordable way. This degree was one of the first NAU programs to offer a 90/30
option. This allows students to affordably complete all of their major and liberal studies
requirements at a community college, and upon transfer only have to complete 30 hours of CTE
classes with NAU – all of which are available conveniently online. The partnership the groundbased program has had in the greater Phoenix area with local law enforcement has afforded job
advancement opportunities for many officers. The program also helps many Arizona
Department of Education certified CTE teachers become “highly qualified” by providing them
with a pathway to completing their BSED program. The availability of the program online has
made this possible.
Strategic plans for the future
Future improvements for the B.S.Ed. in Career and Technical Education: Occupational Education
fall into four broad categories: Students, faculty/staff, program enhancements, and program
delivery system.
Students:
1. Expand the program to other regions of the state. The Phoenix area on-site programs
should be expanding to include students outside the law enforcement area beginning
Fall, 2012. Currently, this is the only on-site B.S. Ed. in CTE: Occupational Education
program. By expanding to other key areas of the state, the program can serve an unmet
need in the region and potentially increase enrollment. The program faculty members
and department chair will work with the Academic Operations Unit of Extended
Campuses to identify promising locations for future on-site programs.
2. Although the program has good diversity for Hispanic students, the program needs to
actively recruit a more diverse candidate pool, including more African American and
Native American students. The program faculty members will work with the
administration of the College of Education and the Marketing Department to develop a
B.S. Ed. Career and Technical Education
Page 10
plan to advertise the program to students with diverse backgrounds, specifically those
from Hispanic/Latino(a) and Native American backgrounds. Also, more recruitment
needs to happen within the states that form the Western Undergraduate Exchange
agreement to increase out-of-state enrollment and to recruit more minority students.
3. There is a slight increase in the enrollment of women into the program. However, more
concerted efforts need to be channeled to attract more female students into the CTE
professions. The program faculty will continue working with the Marketing Department
to develop advertising materials that also appeal to potential female students.
Faculty/Staff
1. The program only has two full-time faculty members; one tenured Associate Professor
and another non-tenure track faculty member on a year-to-year renewable contract (as
has been the case since Fall 2001). The non-tenure track faculty member is funded out
of state TRIF funds (voter approved initiative funding to deliver programs to students in
rural areas and to enhance the state workforce development). Both faculty members
also serve the M.Ed. CTE program. The non-tenure track, year-to-year faculty member
also currently serves as the Area Coordinator for Career and Technical Education, with
no program coordination release time and teaching a 4:4 load (four courses per
semester). The program would benefit greatly from having the non-tenure track faculty
member on a multi-year contract to provide greater stability. The program faculty
members and department chair will explore the possibility of adding positions to the
CTE program area to support program growth.
2. The program has limited opportunities to expand or move in new directions with only
two full time faculty members. Presently, the majority of courses in the program are
taught by part-time, contingent faculty residing in distance locations. To innovate and
pursue new initiatives additional full-time faculty members are needed. This is
especially true as the on-site program is planning to expand for program quality and
consistency off course offerings to larger constituencies. Additional faculty members
are needed.
3. With the recent budget cuts, travel and professional development funds have been
reduced. Lacking travel and professional development funds, it is difficult to remain
current on topics related to CTE. Faculty members in the B.S. Ed. in CTE – Occupational
Education program need resources to attend professional development in the CTE field
to ensure currency of content area knowledge in all coursework. The program faculty
members will work with the department chair and the College of Education
B.S. Ed. Career and Technical Education
Page 11
administration to identify funding sources to support professional development
opportunities and travel expenses for faculty members in the CTE program.
4. Faculty members in the program could benefit from additional resources to maintain or
increase leadership positions in key CTE organizations at the regional, state, and
national levels.
Program
1. Resources are needed to effectively market and recruit students into the program,
especially both nationwide and internationally. This program has a lot of opportunity
for growth outside of Arizona that has not been tapped into yet.
2. Approval was recently received from UCC to allow a total of 55 hours of occupational
experience credit to align with the total hours in the major. This is accomplished
through the National Occupational Competency Testing Institute (NOCTI). NOCTI is a
nationally-recognized assessment that provides future students an option to earn credit
hours out of work experience. NOCTI is also used for accreditation purposes. Student
teachers must pass the written component of the NOCTI exam for their content area,
given that there is not an AEPA portion of the test that is required to obtain a CTE
certification. Fees are equal to the cost of a three credit hour course (NAU Extended
Campuses/Resident Undergraduate).
3. The present assessment plan consists of course grades and student performance on a
comprehensive examination that covers the content of the program. To gain a better
understanding of the extent of student learning in the program, a more comprehensive
assessment plan needs to be developed, aligned to program-level student learning
outcomes and national CTE standards, and designed to sample student learning across a
variety of performance-based measures. The program faculty members will work with
the Office of Curriculum, Learning Design, and Assessment to develop a program
assessment plan.
4. Extensive partnerships need to be developed with the business community of the
Phoenix metro area. These partnerships will have at least three goals: (1) poll employers
on the type of graduates they need to fill vacant positions, (2) serve as an advisory
board to the faculty who manage the program, and (3) provide more student
placements to offer more hands-on instruction.
B.S. Ed. Career and Technical Education
Page 12
Delivery System:
1. The current on-site program in Phoenix should be reexamined to insure program
integrity and instructional quality. Program faculty would like to investigate moving the
Phoenix program to a hybrid delivery method, thereby allowing the full-time CTE faculty
to participate in a program that has historically been taught almost exclusively by parttime, contingent faculty The provision of blended learning options will address
candidate desires for an in-person, on-site program, a sentiment often expressed by
students in distance locations, while also using technology to maximize the limited
personnel resources of the program.
2. To insure consistency and continuity across the program, all faculty (including Phoenix
part-time instructors) will be required use the BbLearn grade book and the GPS system
to communicate student progress.
3. Establish a more focused rotation of courses to channel student enrollment instead of
diluting it into many offerings. This will also allow that more courses are taught by full
time faculty or well-established part time faculty.
B.S. Ed. Career and Technical Education
Page 13