Bachelor of Technical Education
Technical Education At Crandall
The Bachelor of Technical Education Degree (B.T.Ed.) is an innovative program designed to combine your previous technical skills and training with 21st century teacher training. If you have a background in areas like Business Technology, ICT, Culinary Arts, Interior Design, Trades, or Hospitality and want to work in a school setting, then this is the program for you.
Upon successful completion of the Bachelor of Technical Education degree, you will be eligible to apply for a Level 4 Teaching Certificate from the New Brunswick Department of Education.
What to expect when you graduate
Crandall’s Bachelor of Technical Education program has an excellent reputation in the public schools, which often translates into job offers shortly after graduation. Graduates of our program have gone on to teach in public schools, community colleges and at international institutions.
Special Program Highlights for a Bachelor of Technical Education
Our Bachelor of Technical Education graduates hold a strong reputation around the world. Often they are specifically requested for internship placement in places such as China and Australia.
- Technical Education professors stay abreast of current literature and methodology discussed in professional journals so our students learn the very latest techniques and approaches.
- Students learn to use the latest classroom technology including such resources as Smart boards, student response systems, digital document cameras and infrared classroom sound amplification.
- The program includes 18 weeks in the classroom – 2 weeks of observation and 16 consecutive weeks of actual teaching experience. Students complete their first semester course work before they are in a classroom so they can get maximum benefit from their observations.
Meet your Instructors
- Professors in the education department have a total of more than 200 years experience teaching in public schools.
- The professors in the Bachelor of Technical Education program have a strong commitment to the mission of teaching and enjoy mentoring students to become outstanding educators.
Courses and Requirements
Instruction and Learning Processes – This courses examines classroom practices, strategies for instruction, organization for instruction, brain based research and learning, learning styles and assessment.
Educational Psychology: Inclusionary Practices – This course focuses on the theory and application of psychological principles to teaching and learning that support the inclusion of children with exceptional needs into the inclusive classroom.
It is possible to complete the B.T.Ed. degree in 16 months if a student enters the program with 69 credit hours from
prior training and/or experience. The Crandall portion of this degree will consist of 69 credit hours. Eighteen of these
credit hours will be addressed through a 18-week Internship in a formal school setting, under the guidance and
coaching of a host teacher and university supervisors from Crandall.
To be considered, students must satisfy the following minimum requirements:
- Students must have completed a minimum equivalent of 30 credit hours and/or work experience in Business
Technology, ICT, Culinary Arts, Interior Design, Trades or Hospitality. Official transcripts from all post-secondary institutions attended and/or letters of standing from appropriate apprenticeship or regulatory bodies are required.
- Evidence of professional suitability, supported by reference letters and previous work or volunteer experience with children.
- Students must complete a letter of rationale explaining their reasons for applying to the B.T.Ed. program.
- A pre-assessment of writing and/or numeracy skills may be required. Should an external assessment be considered necessary, the cost will be assumed by the applicant.
Students must complete the courses listed below to receive their Bachelor of Technical Education degree.
I. Foundations of Education
A foundation of 21 credit hours is required as follows:
|A.||ED3213/3223 – Theory and Practice: Secondary/Elementary|
|B.||ED3313/3323 – Instructional and Learning Processed: Elementary/Secondary|
|C.||ED4023 – Educational Foundations|
|D.||ED4103 – Educational Psychology: Inclusionary Practices|
|E.||ED4313 – Building Inclusive Classrooms or equivalent|
II. Areas of Study
A minimum of 24 credit hours is required as follows:
|A.||ED3453 – Adolescent Development or equivalent|
|B.||ED3163 – Writing in Different Genres|
|C.||ED3783 – Collaborative Team Dynamics or equivalent|
|D.||ED3423 – Technology in Education|
|E.||ED3353 – Project Based Learning & Differentiated Instruction or equivalent|
|F.||ED3713 – The Teacher’s Role in Literacy or equivalent|
|G.||ED3373 – Assessment, Feedback & Reporting|
|H.||ED3383 – Learning Competencies & Curriculum Mapping|
III. Field Practicum Program
|A.||D5118 – Technical Education Internship|
IV. Bible-oriented Religious Studies
Bible-oriented Religious Studies courses (6 credit hours) are required of students in order to meet Crandall’s equivalency requirements.[/bs_citem[
Prerequisites are not required unless stated, but students must be admitted in the Technical Education program or involved as a professional in a school setting in order to register for these courses.
Education 3113 – Literacy Education
This course will focus on Literacy at the elementary and middle school levels. The emphasis will be on the development of literacy skills. Students will be exposed to topics such as language acquisition, reading and writing processes, and theoretical basis for instructional procedures. Listening, reading, speaking, writing, and responding skills, as well as lesson planning and varied group work will be emphasized. A variety of resources and procedures appropriate to the students’ developmental levels will be emphasized as well.
Education 3203 – Mathematics Education
This course will have a focus on the investigation of approaches to mathematics instruction at the elementary and middle school levels. Effective usage of varied materials such as manipulatives will be developed through class/group activities, unit and lesson plans, as well as through a variety of classroom discussions and investigations. A number of other areas will be explored including unit and lesson planning, integration of math with other subjects, classroom presentations, and current trends in mathematics education.
Education 3213 – Theory and Practice: Secondary
This course looks at the application of current research to classroom issues. The major emphasis is on classroom management skills as outlined in the “Classroom Organization and Management Program,” or COMP. Possible topics include organizing the classroom, planning and teaching rules and procedures, managing student work and improving student accountability, maintaining good student behaviour, planning and organizing instruction, and conducting and facilitating instruction to maintain momentum. This course is intended to serve as one of the key components of a student’s first term in an Education program. It is normally taken in the first term of the consecutive degree program or in the second year of a five-year concurrent program.
Education 3223 – Theory and Practice: Elementary
This course will continue to introduce students to issues in contemporary education. Some of the areas addressed will include legal considerations for teachers, educational policies, ethical considerations, communication challenges, teacher wellness, and constructivism.
Prerequisite: Education 3213.
Education 3303 – Science Education
This course focuses on the teaching of science at the elementary and middle school levels. An exploration of science teaching and learning based on prior conceptions and experiences will be used to support and develop science literacy. Topics include theoretical perspectives, assessment, classroom procedures, and integration of science themes in other curriculum areas.
Education 3313 – Instructional and Learning Processes: Elementary
This course examines classroom practices, strategies for instruction, organization for instruction, brain based research, assessment, and a teaching framework as these relate to the elementary grade levels. This course will help provide teachers to facilitate the learning of their students in the early years of school, K – 5.
Education 3323 – Instructional and Learning Processes: Secondary
This course examines classroom practices, strategies for instruction, organization for instruction, and further advancement of the matter of assessment as these relate to the secondary grade levels. The course will provide learning for teachers to facilitate the learning of their grade 6–12 students. This course will also address the matter of professional development and the creation of a showcase portfolio.
Education 3413 – Social Studies Education
This course is designed to acquaint students with an overview of social studies and to assist students in developing skills for effective social studies instruction. Students will focus on various strategies/procedures and will develop activities and projects designed to illustrate curriculum components. In addition various perspectives on the teaching of social studies will be studied.
Education 3443* – Early Childhood Development
This course will apply developmental psychological findings to early childhood education and care, early experience and heredity, and learning and perception, to understand how such factors affect the cognitive and social development of the young child. Case studies pertaining to early infantile autism and child abuse will be examined in detail.
Education 3453* – Adolescent Development
This course is a survey of the physical, intellectual, emotional, and social dimensions of the adolescent as they mature and adjust during years of transition and change. This course pays special consideration to the work of noted psychologists specializing in the study of the adolescent years.
Education 3513,3523 – Directed Studies in Education
These courses are available for students when their interests and the professor’s expertise allow for a more in-depth tutorial approach. Students must be highly capable and must have completed upper level prerequisite courses in the area of the directed study.
Prerequisite: Permission of the Registrar.
Education 4103 – Educational Psychology: Inclusionary Practices
This course focuses on the application of psychological principles to teaching and learning that support the inclusion of children with exceptional needs into the regular classroom. Theory and practice will be considered together as information and ideas are drawn from research and applied to teaching while also providing service to students with diverse learning needs. Particular emphasis will be placed on the development of appropriate curriculum modifications, teacher competencies, and effective instructional procedures and strategies for addressing the needs of these specific learners and creating reflective, inclusive classrooms.
Prerequisites: Education 3213, 3223, 3313, 3323.
Education 4313 – Building Inclusive Classrooms: Exploring Issues of Social Difference in Education
This course explores issues of race, ethnicity, gender, religion, class, sexuality, and ability in schooling, as well as in the broader context of education. Its focus will be on the construction of a pedagogy to meet the diverse needs of students. The course will serve as an interactive forum in which educators exchange ideas, learn by doing, and create new understandings of themselves as teachers and their learners in inclusive classrooms.
Education 5118 – Technical Education Internship (18 cr. hrs.)
The Internship is comprised of two parts. The first part is an observational component whereby each student must complete 72 contact hours in the public school setting. The second part is a 16-week full-time component in the public school setting.
Technical Education Application Procedure
An application for admission to the Bachelor of Technical Education program at Crandall University may be obtained from the Education Admissions Office. Along with this form, all applicants must submit the following documentation:
1. A letter of rationale which details their desire/passion to teach, and links that passion to their experiences with children. Rationales should two to three pages in length;
2. Three B.T.Ed. reference letters which assess students’ suitability for the teaching profession in terms of the student’s character, personal qualities and ability to work with young people. References should be sealed and sent directly from the referee to the Education Admissions Office;
3. Official transcripts from ALL post-secondary institutions attended as well as any letters of standing from apprenticeship/regulatory bodies;
4. Disclosure of Criminal Record information, including a vulnerable sector check;
5. A list of all previous teaching/leadership experiences with children in a resume format;
6. A list of all previous work experience in a resume format;
7. A non-refundable $50 application fee.
Students should forward all other application materials to the address below:
Education Admissions Office
Application deadlines are as follows:
For fall admission, students must apply on or before January 15th;
Note: As space is limited in the Bachelor of Technical Education program, selected students will be interviewed for possible admission. Successful completion of the minimum requirements guarantees that applications will be considered for an interview but does not guarantee an interview or admission.
When students are accepted into the Bachelor of Technical Education program at Crandall University, a $300.00 Enrolment deposit is required after receiving their letter of acceptance to the program. This deposit is non-refundable and will be applied directly to the student’s account.
Q: Can I make an appointment to talk with a member of the Admissions Committee before filing my application?
A: We are happy to speak to you by telephone (506-858-8970) or through e-mail, firstname.lastname@example.org, to answer questions you may have before submitting your application.
Q: What should I include in my rationale?
A: You should describe in detail your experiences dealing with children, as well as your reasons for wanting to become a teacher. In this section you will need to provide information to the Committee that indicates those background experiences and factors that have led you to this place in your life and how teaching came into focus. Length should be two to three pages.
Q: What kinds of reference letters are most helpful?
A: Reference letters which state that the applicant is very qualified to pursue teaching and specify relevant skills and attributes observed by the author to warrant that conclusion are most helpful. Observations should be based on the author’s first-hand knowledge of the applicant. Reference letters that are authored by an individual possessing thorough knowledge and understanding of the skills and attributes required to be an effective teacher are often most valuable.
Q: What transcripts/documentation of skill need to be submitted?
A: Official copies of all post-secondary transcripts must be submitted and sent from the host institution directly to the Education Admissions Office. If you followed an apprenticeship route, a letter of standing from the apprenticeship regulatory agency is required. Faxed or downloaded versions will not be accepted.
Q: Do I need to submit a “Disclosure of Criminal Record Information (Criminal Record Check)” with my application?
A: Yes. The Criminal Record Information must include a vulnerable sector check. You will be able to obtain this through your local detachment of the RCMP or local police force.
Q: Do I need experience working with children?
A: Yes. Experience working with children is required of all applicants. Experience in a public school setting is highly recommended. We will consider private school, summer camp, or other work with groups of children for this experience. Baby sitting and tutoring are generally not strong indicators of work with children.
Q: What is the admissions process?
A: The admissions process occurs in two phases. Phase 1 consists of an initial screening of all applicants. Phase 2 consists of an interview with the Education Admissions Committee. Telephone or Skype interviews may be arranged for those applicants that are overseas during the interview period.
Q: How will I be notified to schedule an interview?
A: The Assistant Registrar for Professional Studies will contact you by e-mail so you can schedule an appointment.
Q: What should I wear to the interview?
A: You are being interviewed for a pre-professional program. Dress accordingly. Please do not wear perfume.
Q: Am I able to defer my admission?
A: In exceptional circumstances, admission may be deferred for one academic year.
Q: Is there a waiting list?
A: Yes. The waiting list is comprised of applicants that were interviewed but were not accepted due to enrolment caps. Applicants placed on the waiting will be notified of their acceptance as seats become available. The waiting list remains active until August 15th.