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CCOG for ED 225 Fall 2022

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Course Number:
ED 225
Course Title:
Introduction to CTE
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:

Course Description

Introduces Career Technical Education (CTE). Provides an overview of the historical and legislative development of CTE in the United States. Explores CTE programs in Oregon, teacher certification/licensure, student organizations, program advocacy, and curricular planning. Discusses role of CTE programs and their relation to special populations as well as to academic standards. Examines current trends, topics, and challenges in CTE education. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.

Intended Outcomes for the course

Upon completion of the course students should be able to:

  • Define Career Technical Education (CTE).
  • Define common terminology and acronyms associated with CTE and the national CTE cluster areas.
  • Describe CTE programs of study, teacher preparation/licensure, Career Technical Student Organizations (CTSOs), program advocacy, and inclusion of underrepresented populations.
  • Summarize historical and legislative developments of CTE in the United States.
  • Describe the evolution of CTE – past, present and future.
  • Analyze current trends, issues, and challenges in CTE education.
  • Describe how community stakeholders and program advisory committees can strengthen CTE programs.
  • Describe the 12 Elements of High Quality Programs of Study and their impact on programs of study.

Aspirational Goals

Students will get a better idea of the past, present and future developments in Career Technical Education and how it affects the lives of students in their pursuit of further academic aspirations and career goals.

Students will be aware of the issues revolving around CTE and the need to advocate for innovation, sustainability, relevancy, expanded curriculum and to involve

Be able to view their programs of study through the High Quality framework and align their program to meet the new ODE CTE initiatives of implementing High Quality programs of study.

Have a better understanding of the structure of CTE in Oregon -- the role of CTE Regional Coordinators, the allocation of funding, the new requirements in Perkins V, dual credit, work-based learning, assessments as well as skill attainment under the new Oregon CTE State Plan.

Course Activities and Design

A fully-online course with weekly readings.

Students will engage in discussions based on reading activities,  take quizzes, complete assignments and a final project.

Outcome Assessment Strategies

Students will be evaluated on the following:

Engaging in discussions based on reading assignments as well as topics related to CTE instruction, curriculum development, advocacy, student leadership, equity,  engaging stakeholders, and current trends in CTE, including legislation, data acquisition and program evaluation.

Assignments may include writing essays, reaction papers or delivering presentations based on CTE program and curricular developments, evaluating a program of study, advocacy for CTE, developing strategies for recruiting and retaining students from under represented groups, aligning curriculum to industry standards and other topics related to changes that are and will be affecting the growth, sustainability and implementation of high-quality programs.

Course Content (Themes, Concepts, Issues and Skills)

Definition and Description of CTE

State of Oregon -- ODE's  CTE web site -- access to forms, information on CTE clusters and programs of study, guidelines, Oregon CTE State Plan and data related to programs of study.

Programs of Study


Equity and diversity

Funding and various funding sources

The role of Perkins funding in CTE

CTE Regional Coordinators

CTSO -- Career Technical Student Organizations

Advisory Committees

12-Elements of High Quality Programs of Study

Curricular alignment to district, state, industry standards

Curricular integration --- math, literacy, science

History of CTE --- the past, present and future

Trends in CTE

Assessment and Evaluation

Work-Based Learning