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Vocational Technical Education Degree (B.S.E.)

This is a Bachelor of Science in Education (Vocational) for teachers of trades. The students in this program later are employed either in their trade area, or in a vocational technical school, or in a comprehensive high school. Since the students in this program are employed during the day, the program is offered on a part time basis in the evening. In the Commonwealth of Massachusetts a conferred degree is not a requirement for teaching a trade in a vocational school.

Requirements

Program Description

In cooperation with the Massachusetts Department of Elementary and Secondary Education, 91ÌÒÉ« offers a degree program for vocational teachers. This is a Bachelor of Science in Education (Vocational) for teachers of trades. The students in this program later are employed either in their trade area, or in a vocational technical school, or in a comprehensive high school. Since the students in this program are employed during the day, the program is offered on a part time basis in the evening. In the Commonwealth of Massachusetts a conferred degree is not a requirement for teaching a trade in a vocational school.

Requirements for Vocational Education

 

  • EDUC 0301 - Implementing a Competency Based Curriculum Credits: 3 *
  • EDUC 0302 - Integrating Vocational and Academic Curriculum Credits: 3 *
Note:

* See description in Graduate Catalogue for corresponding course; undergraduate course to be submitted for governance approval.

** Title change to be submitted for governance approval

Additional Graduation Requirements

All students must meet the  and complete a common core of studies, distributed among the different academic areas as detailed in the .

Learning Outcomes

At the completion of their programs of study, our Education majors will understand:

More Education Learning Goals

  • Their own history, identity, and position within US society and that of others, and related impact on teaching and learning.
  • Human variability, and the value of strength-based perspectives in work with children, families, communities.
  • The critical role of the teacher in enacting a humanizing pedagogy that is anchored in the needs, identities, and lived experiences of students, families, and broader community.
  • The history, complexity, and power of institutional settings such as schools, and the ethical responsibility of a teacher in working for justice.
  • The big ideas of disciplinary content and tools for inquiry, research, and curriculum design and implementation across content areas relevant to P-12 teaching.
  • The architecture of the ‘self’ (Sealy-Ruiz), the imperative of critical self-reflection for personal/professional growth.
91ÌÒÉ« State student teacher with students