Family and Consumer Sciences

Department of Family and Consumer Sciences
Western Michigan University
Kalamazoo MI 49008-5322 USA
(269) 387-3704

Career and Technical Education—Master of Arts

*This program has been renamed from Career and Technical Education to Workforce Education and Development. This page is out of date - please visit wmich.edu/familyconsumer/workforce for current information about the program.

Program description

The M.A. degree in career and technical education reflects contemporary legislation, national trends and critical issues that affect state and national work force development. Depending on the focus area, students expand their expertise in career and technical education program administration, acquire advanced curriculum and instructional competencies in career-related training programs, school-to-work initiatives, student leadership development, and special populations. Required coursework, developed from the published research body of knowledge of the professional areas, strengthens students' abilities to teach career and technical education, and to develop and implement new programs and curricula at secondary and post-secondary levels. Post-baccalaureate students new to CTE have the option of completing the requirements for Initial Teacher Certification as the first part of their master's degree.

Application instructions

WMU has a new online graduate application system that allows all students (domestic and international) to submit required information into one system. General application information for the University, as well as specific requirements for individual programs, are captured into this system.

Apply now

Applicants are asked to include some program-specific information for the Master of Arts in career and technical education. Applicants are encouraged to bookmark this information for quick reference while working through the graduate application process.

Non-teaching certification

Special focus area: Leadership

Program requirements:

CTE courses (15 hours minimum)

Suggested core courses:

  • WFED 5100: Special Populations in CTE*, three credit hours
  • WFED 5120: Principles of CTE*, three credit hours
  • WFED 5150: Grant Writing in CTE, three credit hours
  • WFED 6140: Administration and Supervision of CTE, three credit hours

Electives (courses that can be taken to fulfill 15 hours minimum)

  • WFED 5130: Teaching Methods in CTE* (formerly CTE 3440), three credit hours
  • WFED 5140: Workshop in CTE, one-three credit hours
  • WFED 5420: Curriculum Development in CTE* (formerly CTE 3420), three credit hours
  • WFED 5430: Work-site Based Education Programs, three credit hours
  • WFED 6120: Studies in Technology, one-four credit hours
  • WFED 6150: Trends and Developments in CTE, two credit hours
  • WFED 6160: Occupational Selection and Training, three credit hours
  • WFED 6170: Seminar in CTE, two-six credit hours
  • WFED 6430: Measurement and Evaluation in CTE, three credit hours
  • WFED 6450: Organization of Employment/Training Systems, three credit hours
  • WFED 6460: Leadership Development in CTE**, three-six credit hours
  • WFED 6480: Adult Education in CTE, two-three credit hours
  • WFED 6500: Business/Industry/Education Work-based Learning, three credit hours
  • FCS 5200: Insurance Education Seminar, one-two credit hours
  • FCS 5250: The Adolescent in Development, three credit hours
  • FCS 6220: Practicum in FCS, two-three credit hours

* Course is a required part of the undergraduate CTE teacher education program, but is highly recommended for graduate students who have not taken the course.
**Available only to master's students accepted into the leadership development program.

Elective courses (9 hours)

EDLD 7120: Field Experience—six hours (fall—three hours; spring—three hours)
Additional CTE Elective Course: three hours

Supporting courses (3-9 hours)

  • EDT 5400: Introduction to Computing and Technology, three credit hours
  • EDT 5410: Telecommunications for Teaching and Learning, three credit hours
  • ED 6000: Fundamentals of Measurement and Evaluation, three credit hours
  • ED 6010: Fundamentals of Education Research, three credit hours
  • ED 6020: School Curriculum, three credit hours
  • EDLD 6020: Educational Leadership, three credit hours
  • EMR 6400: Introduction to Research, three credit hours
  • FCS 6010: Basic Research Methods and Design, three credit hours

Special focus area: Instruction

Program requirements:

CTE courses (15 hours minimum)

Suggested core courses:

  • WFED 5100: Special Populations in CTE*, three credit hours
  • WFED 5120: Principles of CTE*, three credit hours
  • WFED 5430: Work-site Based Education Programs, three credit hours or CTE 6500: Business/Industry/Education Work-based Learning, three credit hours
  • WFED 6430: Measurement and Evaluation in CTE, three credit hours

Electives (courses that can be taken to fulfill 15 hours minimum)

  • WFED 5130: Teaching Methods in CTE* (formerly CTE 3440), three credit hours
  • WFED 5140: Workshop in CTE, one-three credit hours
  • WFED 5420: Curriculum Development in CTE* (formerly CTE 3420), three credit hours
  • WFED 5430: Work-site Based Education Programs, three credit hours
  • WFED 6120: Studies in Technology, one-four credit hours
  • WFED 6150: Trends and Developments in CTE, two credit hours
  • WFED 6160: Occupational Selection and Training, three credit hours
  • WFED 6170: Seminar in CTE, two-six credit hours
  • WFED 6430: Measurement and Evaluation in CTE, three credit hours
  • WFED 6450: Organization of Employment/Training Systems, three credit hours
  • WFED 6460: Leadership Development in CTE**, three-six credit hours
  • WFED 6480: Adult Education in CTE, two-three credit hours
  • WFED 6500: Business/Industry/Education Work-based Learning, three credit hours
  • FCS 5200: Insurance Education Seminar, one-two credit hours
  • FCS 5250: The Adolescent in Development, three credit hours
  • FCS 6220: Practicum in FCS, two-three credit hours

*course is required part of the undergraduate CTE teacher education program, but is highly recommended for graduate students who have not taken the course.
**Available only to students accepted into the leadership development program.

Elective courses (9-12 hours)

Select 9-12 hours in education, health and human services, communication, family and consumer sciences, or other social, behavioral, or applied science fields. These courses are planned with the advisor. The Graduate Certificate in Educational Technology is also an appropriate choice.

Supporting courses (3-9 hours)

  • EDT 5400: Introduction to Computing and Technology, three credit hours
  • EDT 5410: Telecommunications for Teaching and Learning, three credit hours
  • ED 6000: Fundamentals of Measurement and Evaluation, three credit hours
  • ED 6010: Fundamentals of Education Research, three credit hours
  • ED 6020: School Curriculum, three credit hours
  • EDLD 6020: Educational Leadership, three credit hours
  • EMR 6400: Introduction to Research, three credit hours
  • FCS 6010: Basic Research Methods and Design, three credit hours

Teaching certification

Special focus area: Post-baccalaureate teaching certification

Leading to a State Secondary Provisional Certificate with an Endorsement in Marketing, Business, Family and Consumer Sciences, or Industrial Technology and a Vocational Endorsement

Goals

The overall program goal for the graduate CTE teacher education program at WMU is to:

  • Develop master practitioners in CTE subject matter areas, who can create productive learning environments, advance student learning, assist students in the transition from school to work and adult roles and practice professional development and outreach responsibilities.

Program objectives

The program objectives for the graduate CTE teacher education program are aligned with the Career and Technical Education Standards for National Board Certification (NBPTS, 3rd Printing, 2001). Upon completion of the graduate CTE teacher education program at WMU, the student should be able to:

  • Demonstrate an understanding and knowledge of students (including, but not limited to an appreciation of education for all students, using a systematic assessment process for understanding student needs, understanding the particular needs of individual students and the changing nature of the labor market and workplace).
  • Demonstrate an understanding and knowledge of the subject matter (including, but not limited to an understanding of workplace basic skills, general industry knowledge, integrating technical content with English, social studies, math and science).
  • Manage classrooms or laboratories and create an environment for learning (including, but not limited to contextualizing learning environments, managing classrooms efficiently, maintaining safety, creating a democratic environment, and encouraging the love of learning, invention and risk taking).
  • Create a learning environment involving equal treatment, fairness and respect for diversity (including, but not limited to creating environments where equity, fairness and diversity are modeled, taught and practiced, preparing students for the diversity of the workplace, and ensuring access to quality career and technical learning).
  • Foster experiential, conceptual and performance-based student learning of the subject matter (including, but not limited to creating engaging learning activities that enhance student mastery of the knowledge, guiding students in the acquisition of subject matter knowledge, and utilizing a variety of materials and resources).
  • Utilize a variety of assessment methods (including, but not limited to using assessment for a variety of purposes, utilizing a variety of assessment methods, helping students understand their progress and using assessment as an opportunity for feedback).
  • Develop student career decision-making and employable skills (including, but not limited to helping student with career decision-making, developing employable skills and understanding workplace culture and expectations).
  • Guide students in managing and balancing multiple life roles (including, but not limited to, balancing life roles, understanding personal economics and managing daily life, preparing for community involvement),
  • Develop in students self-awareness and confidence (including, but not limited to fostering development of students' self-awareness, confidence and character; developing student initiative and teamwork skills; and encouraging the development of sound social, personal, and civic ethics).
  • Analyze, evaluate and strengthen teaching practice through life-long learning (including, but not limited to evaluating results and seeking input for a variety of sources, reflecting on one's own point of view and continually refining practice through study and self examination).
  • Strengthen professional development and outreach (including, but not limited to building partnerships with business, industry, labor, and the community; collaborating with related subject matter professionals and colleagues from other disciplines; and collaborating with post-secondary colleagues).
  • Contribute to the education profession to improve schools and advance knowledge and practice in their field (including, but not limited to contributing to the school, collaborating with colleagues, advancing knowledge in their respective CTE discipline).
  • Work with families and community partnerships to advance education for all students (including, but not limited to gaining insight into students through partnerships with families and cultivating families' interests in supporting their students' education).

Admission requirements

  1. Bachelor of arts or bachelor of science degree comparable to the current Michigan secondary teachable major endorsement in marketing, business, family and consumer sciences, or industrial technology.
  2. Successful completion of Michigan Professional Readiness Exam #96. 
  3. 4000 hours of recent and relevant work experience in a related field. 
  4. Successful completion of the Michigan Test for Teacher Certification (MTTC) in the discipline.

Troops-to-Teachers

An online component is offered specifically for military service members. Arrangements will be made for the participants to work with a school in their locale to accomplish the hands-on components of the courses.

Program requirements:

Human growth and development (3 hours)

  • FCS 5250: Adolescent in Development, three credit hours

Teaching of reading (3 hours)

  • LS 6870: Strategic Learning through Texts for High School Teachers, three credit hours

Professional education courses (18 hours)

  • WFED 5100: Special Populations in CTE, three credit hours
  • WFED 5120: Principles of CTE, three credit hours
  • WFED 5130: Teaching Methods in CTE, three credit hours
  • WFED 5420: Curriculum Development in CTE, three credit hours
  • WFED 5430: Work-site Based Education Programs, three credit hours
  • WFED 6430: Measurement and Evaluation in CTE, three credit hours

Directed field experience (9 hours)

  • FCS 6220: Practicum (intern teaching), six credit hours
  • WFED 6170: Seminar in CTE, three credit hours

Electives (3 hours from the following suggested courses)

  • ED 6010: Introduction to Research in Educational Settings, three credit hours, or EMR 6400: Introduction to Research, three credit hours, or FCS 6010: Basic Research Methods and Designs, three credit hours
  • ED 6020: School Curriculum, three credit hours
  • EDLD 6020: Educational Leadership, three credit hours

Faculty

Leadership Development Program

The leadership development program is designed for individuals who have a strong commitment to career and technical education (CTE) and desire a leadership position at the secondary or post-secondary level. The program allows individuals to develop essentials skills for leadership within Michigan’s Career Preparation System.

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