Bachelor of Science
This program is approved by the Delaware Department of Education.
REVISED - THIS IS A DELAWARE LICENSURE/CERTIFICATION PROGRAM WITH CONTENT KNOWLEDGE AND PERFORMANCE ASSESSMENT REQUIREMENTS. Students taking courses to satisfy certification requirements are personally responsible for verifying with the Delaware Department of Education (or the appropriate licensure/certification authority in another state) that such course work is applicable and acceptable. Students are also responsible for meeting all state-mandated testing requirements and for applying for credentials. Wilmington University has not made determinations for licensure in states outside of Delaware. For state-by-state contact information for inquiring about individual state licensure requirements, please visit NC-SARA's Professional Licensure Directory.
Teacher candidates are expected to complete all requirements associated with the Bachelor of Science degree with a concentration in Career and Technical Education, including all course work and the capstone course. The College of Education sets a required minimum grade of “C-” for all Education core courses (ECE, EDU, RDG, and EPY), and an overall cumulative GPA (grade point average) of 3.0.
The purpose of the Bachelor of Science in Career and Technical Education is to provide opportunities for candidates to earn a bachelor’s degree and/or certification as a Skilled and Technical Sciences teacher. In addition to the necessary coursework, a candidate must also satisfactorily document full-time work experience/training in his or her particular career area in order to be considered for Delaware Skilled and Technical Sciences certification. The courses in the program will provide career and technical teachers with the necessary skills to be successful in the classroom.
This degree program contributes to eligibility for licensure/certification as an educator in Delaware public schools. As such, all candidates must meet the performance assessment requirement set by Delaware’s Professional Standards Board.
The performance assessment may not be scored by any employees of the Educator Preparation Program. It is scored by Nationally Certified ETS Reviewers not associated with Wilmington University. The assessment used by Wilmington University to satisfy this requirement is the Praxis Performance Assessment for Teachers (PPAT).
This assessment will be completed during the Capstone Course for those candidates who participate in student teaching. Candidates who perform the Action/Research option are not required to complete the PPAT for purposes of the degree program.
Candidates must check with their program chair to obtain current and accurate information related to the assessment and minimum scores that are required.
Option I (Candidates currently employed as teachers)
The candidate will perform an individualized action research project. Candidates will apply knowledge and skills related to appropriate assessment strategies to equitably and effectively assess student learning. Candidates will use data-driven decision making that align with both curricular goals and student instructional needs, and use data to reflect on the effectiveness and quality of their own teaching. Candidates will use data to help solve instructional problems such as closing the learning/achievement gaps that are indigenous to most classrooms.
Candidates must meet Delaware minimum passing scores on the state-approved performance assessment (PPAT) in order to be eligible for Initial Licensure and Certification as a Delaware teacher. The PPAT is a nationally-normed and scored assessment of a teacher candidate’s ability to apply pedagogical content knowledge and skills. It is designed to develop more effective teachers in the classroom, identify strengths and areas for improvement of practice, allow candidates to continually refine their teaching practices, and to contribute to a development plan for professional growth.
Option II (Student Teaching/Internship)
The candidate will engage in a clinical experience of at least 10 weeks (45 school days and 5 days of Professional Development approved by the Program Chair) co-supervised by a college mentor provided by the Office of Clinical Studies and a school-based mentor provided by the placement school (fully certified teacher, department chair, content area supervisor, or administrator). During this clinical experience, the candidate will prepare lesson/activity/unit plans, carry out those plans, assess levels of student learning using approved College of Education (or school-mandated) formats and processes, and reflect on outcomes. The candidate will be observed at least six times during the placement using the DPAS II model or the observation/evaluation system required by the school. The same e-folio student teaching components required for other College of Education teacher preparation programs are also required for this option (reflections on and evidence of achievement of Delaware’s teaching standards, etc.).
Candidates are required to take the PPAT. The PPAT is a nationally-normed and scored assessment of a teacher candidate’s ability to apply pedagogical content knowledge and skills during student teaching. It is designed to develop more effective teachers in the classroom, identify strengths and areas for improvement of practice, allow candidates to continually refine their teaching practices, and to contribute to a development plan for professional growth.
The courses available in the Bachelor of Science program in Career and Technical Education combine rich and varied course offerings that include core courses and education courses for education majors as well as specific education courses tailored to career and technical program teachers. The College of Education at Wilmington University reserves the right to modify requirements to comply with any licensure/certification changes mandated by the Delaware State Department of Education. The program must be completed within six years. The College of Education sets the grade of “C” as the lowest grade that is acceptable in any required teacher preparation course.
The Bachelor of Science degree programs in the College of Education are designed to prepare educators who demonstrate the following competencies:
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
EDU 102 E-Folio
CTA 206 Computer Applications
CTA 210 Intro to Technology
FYE 101 First Year Experience Seminar
ENG 121 English Composition I
ENG 122 English Composition II
ENG 320 Advanced Composition
Course in technical writing
MAT 201 Mathematics for Teachers I
MAT 202 Mathematics for Teachers II
HUM 360 Human World Views: 3500 BCE – 1650 CE
HUM 361 Human World Views: 1650 CE - present
Natural Science Elective
PHI 100 Introduction to Critical Thinking
PSY 101 Introduction to Psychology
Political Science Elective
BBM 201 Principles of Management
BBM 319 Business Ethics
DSN 110 Fundamentals of Drawing
ECO 105 Fundamentals of Economics
ENG 360 Creative Writing
ENG 310 Research Writing
Fine Arts Elective
Foreign Language Elective
FYE 101: required for students entering with less than 16 credits.
EDC 400 Educational Psychology
EDC 401 Career and Technical Education Instructional Technology
EDC 402 Career and Technical Education Advanced Curriculum Design
EDC 403 History and Regulations of Career and Technical Education
EDC 404 Career and Technical Education Guidance Practices
EDC 405 Career and Technical Education: Community and Business Relations
EDC 406 Career and Technical Education: Assessment and Course Construction
EDC 407 Career and Technical Student Organizations
EDC 410 Multicultural Education
EDC 411 Methods of Teaching Career and Technical Education I
EDC 412 Career and Technical Education Classroom Management
EDC 413 Methods of Teaching Career and Technical Education II
EDC 414 Student Testing and Evaluation
EDU 307 Instructional Strategies in Middle Level Education
EDU 314 Instructional Strategies in Elementary Education
EPY 402 Learning Differences and Assessment of Exceptional Children
Candidate should verify through the Department of Education which Education Core courses are required for them to receive an Initial Delaware Teacher Certification.
EDC 420 Capstone Project for Career and Technical Education
Electives that may be approved by Program Coordinator:
This information applies to students who enter this degree program during the 2021-2022 Academic Year. If you entered this degree program before the Fall 2021 semester, please refer to the academic catalog for the year you began your degree program.