ACTER Research and Professional Development Conference

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Shaping CTE for the Next Generation Workforce

The CTE Research and Professional Development Conference is the foremost peer-reviewed conference for CTE researchers and academic professionals. This conference is coordinated by the ACTE CTE Research Section in the New and Related Services Division. Previously, this conference was coordinated by the ACTER.

The conference is December 3 – 4, 2024 in San Antonio, Texas. The conference will be held in conjunction with the Association for Career and Technical Education (ACTE) CareerTech VISION 2024. The conference theme is Shaping CTE for the Next Generation Workforce.

ACTER, OTT, and University Council invite researchers to submit manuscripts and proposals to be considered for presentation at the conference. Graduate students are highly encouraged to submit proposals for consideration. Presentations are selected via blind review.

The 2024 program will feature five types of sessions:

  • Research paper presentations (full paper)
  • Research paper presentations (extended abstracts)
  • Research posters
  • Symposia
  • Research round table discussions

Proceedings will be available post-conference
 

Conference Location:

Check back as more information becomes available

 
A big thanks to this year’s sponsors:

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Schedules and Programs from Past Conferences

2023 Research and Professional Development Conference

2022 Research and Professional Development Conference

2021 Research and Professional Development Conference

2020 Research and Professional Development Conference

2019 Research and Professional Development Conference

Navigating the Sands of Change in CTE

The CTE Research and Professional Development Conference is the foremost peer-reviewed conference for CTE researchers and academic professionals. This conference is coordinated by the Association for Career and Technical Education Research (ACTER) with co-sponsors and The University Council for Workforce and Human Resource Education (University Council).

The conference is November 27-29, 2023 in Phoenix, Arizona. The conference will be held in conjunction with the Association for Career and Technical Education (ACTE) CareerTech VISION 2023. ACTER Conference events will be held at the Hyatt Regency. The conference theme is Navigating the Sands of Change in CTE: Preparing a Career-Ready Workforce.

ACTER invites researchers to submit manuscripts and proposals to be considered for presentation at the conference. Graduate students are highly encouraged to submit proposals for consideration. Presentations are selected via blind review.

The 2023 program will feature five types of sessions:

  • Research paper presentations (full paper)
  • Research paper presentations (extended abstracts)
  • Research posters
  • Symposia
  • Research round table discussions

Doubling Down on CTE Student Success

The CTE Research and Professional Development Conference is the foremost peer-reviewed conference for CTE researchers and academic professionals. This conference is coordinated by the Association for Career and Technical Education Research (ACTER) with co-sponsors: Omicron Tau Theta (OTT), The Academy for Career and Technical Teacher Education (The Academy), and The University Council for Workforce and Human Resource Education (University Council).

The conference is November 28 – 30, 2022 in Las Vegas, Nevada. The conference will be held in conjunction with the Association for Career and Technical Education (ACTE) CareerTech VISION 2022. The conference theme is Doubling Down on CTE Student Success.

ACTER, OTT, and University Council invite researchers to submit manuscripts and proposals to be considered for presentation at the conference. Graduate students are highly encouraged to submit proposals for consideration. Presentations are selected via blind review.

The 2022 program will feature five types of sessions:

  • Research paper presentations (full paper)
  • Research paper presentations (extended abstracts)
  • Research posters
  • Symposia
  • Research round table discussions

As part of the OTT/ACTER partnership, the poster sessions at the annual Research and Professional Development Conference are hosted by Omicron Tau Theta. Please see the conference page and call for submissions details on how to submit your poster for our next juried session.

Clicking on any poster below will bring up a larger, uncropped image and allow you to navigate through all posters using your left and right arrow keys in a gallery view. Hovering over the poster while in the gallery will provide you with the title and abstract.

CTE Instructors Rank Order of Instructor and Student Challenges During the Pandemic According to the U.S. Department of Education (2020), over 7 million secondary students were participants in career and technical education(CTE) in the U.S. during the 2019-20 academic year. students disrupted teachers and learners during the sudden shift to online instruction during the COVID-19 pandemic. Further agitating this is the hands-on nature of many high-quality CTE learning environments needed to prepare the learners for on-the-job skills needed Data was collected to examine CTE teacher perceptions of this ERT shift to online instruction. This work narrows in on the order ranking of CTE instructors' challenges and their perceptions of student challenges using. Authors: Michelle E. Bartlett, James E. Bartlett, II, John Cannon, Maryjo Self, Sally Arnett-Hartwick, Carol Billings, Mari Borr, Kevin Elliott, Allen Kitchel, Jeremy Jeffery The Correlation Between Perkins Funding and Career and Technical Education Enrollment This study examines how governmental funding for Career and Technical Education (CTE), Perkins Funding, correlates to CTE enrollment (one CTE course) and concentration (two or three courses depending on state policy). Equity Theory was used as a lens in which to explore educational equity in CTE programs. The findings suggest the larger the public-school student population in the state and the more students enrolled in a CTE course, the more Perkin’s funding they are likely to receive. While the percentage of student population enrolled or concentrated in CTE correlation with Perkin’s funding the state receives is negligible. The implications of not having equitable funding may result in students not having access to CTE opportunities. Further research is needed to assess how other inputs impact equity in CTE such as achievement gap, pedagogical practices, perceptions of race, and cultural responsiveness. Additionally, future research should examine how states allocate funding, other resources states use to fund CTE, and include individual preferences to include the sensitivity construct of equity theory. Authors: Meikah Dado & Jack Elliot, Ph.D.
Career and Education Planning as Experienced by Young Black Women in West Texas This qualitative study investigated how young Black women experience career and education planning. Community leaders and young Black women in West Texas participated in semi-structured interviews during data collection. The young women also participated in structured interviews using the Career Exploration and Decision-Making Learning Experiences scale based on Social Cognitive Career Theory’s Career Self-Management model. The themes from the data provide youth educators, mentors, parents, and career guidance professionals with a contextualized understanding of career and education planning as experienced by the young Black women in this study. These findings amplify the voices of young Black women in a way that is not attainable when relying exclusively on quantitative research methods. Scholars, educators, counselors, individuals, and families can gain exposure to this phenomenon by experiencing it through the realities of these young women as a precursor to re-examining the career and education planning services and support provided to young Black women. Reporting on these experiences can inform approaches to equipping Black women for productive career and education planning as they transition into adulthood. Additionally, the research methodology provides a model for future studies designed to explore the experiences of other marginalized people groups. Authors: Hough, T., Alexander, K. L., Rogers, C., Miller, C. L. An exploratory comparative case study on the effectiveness of multi-level governance frameworks in promoting inclusive and equitable practices in technical and vocational education and training Author: Jeffrey B. Matu
The Relationship Between Technical Skill Attainment and Post-Graduation Placement of Secondary Career and Technical Education Students in Missouri In Missouri, the Missouri Department of Elementary & Secondary Education (MODESE) decided to use the Missouri Career and Technical Education Certificate (CTEC) as one option for school districts to meet the requirement of preparing “Success-Ready” students. The Technical Skill Assessment (TSA) plays a significant role in the CTEC as it is one of the required criteria for a student to earn the CTEC. When a student achieves a certain level of technical skill attainment by virtue of participating in a Career and Technical Education (CTE) program, it remains to be seen if they will reap any benefits. While that achievement might be as simple as an academic grade, it might also lead to opportunities that would otherwise not have existed. The relationship between CTE students passing their TSA and achieving success after high school is ambiguous and merits further investigation. Author: Michael Pantleo Advancing Racial Equity in Postsecondary Career and Technical Education: A Qualitative Approach to Understand Access and Participation for African American Males Data found on racial disparities in career and technical education programs reflect on the problems of equity, access, and participation in career and technical education (Carnevale & Strohl, 2013; Fletcher et al., 2018; Plasman, 2019). Career and technical education programs are important for postsecondary institutions to train students to meet the demands of the workforce; however, there are deep racial disparities in the enrollment and outcomes of career and technical education programs (CTE) at postsecondary institutions, especially on the type of students who get to take these courses to earn credentials of value for employment (Carnevale & Strohl, 2013). Author: Felix O. Quayson
Teachers’ Perceptions of Students’ Views on Agriculture and Agricultural Careers There are estimated to be only 35,000 graduates to fill the 59,400 positions projected to be open in the food, agricultural, renewable natural resources, and environmental industries between 2020-2025. The purpose of this study was to gain a better understanding of school-based agricultural education (SBAE) teachers’ perspectives of students’ views on apprenticeships and careers in the agricultural industry. All current Pennsylvania agriculture teachers received a questionnaire asking them to rate how their students view agriculture, agricultural careers, and apprenticeships. 85 usable responses were recorded from the 255 agriculture teachers, for a response rate of 33%. Findings show that most agriculture teachers perceived that their students view agricultural careers as viable career options (n = 56, 65.1%). However, over half of the agriculture teachers estimated that less than 25% of their students are considering pursuing a career in agriculture (n = 46, 53.5%). Most agriculture teachers agreed income impacts their students’ decision to choose the field of agriculture (n = 64, 74.4%). Interestingly, the majority of agriculture teachers also agreed that apprenticeships would be beneficial to their students (n = 58, 67.4%) and that their students would pursue an apprenticeship in an agricultural field if the opportunity was there (n = 69, 80.3%). Results indicate that there is a discrepancy between agriculture teachers’ perception that students believe a career in agriculture is viable and agriculture teachers’ beliefs about their students’ intentions to pursue a career in agriculture. Perhaps, this discrepancy could be caused by students’ hesitancy regarding the profitability of agricultural careers. Further research is needed to understand profitability as a barrier to pursuing a career in agriculture and explore the disconnect between agriculture teachers’ apparent desire to place in apprenticeship-style opportunities and the lack of those opportunities present in current SBAE programs.

A FRESH LOOK AT THE FUTURE OF CTE: TURNING THE PAGE ON COVID
The CTE Research and Professional Development Conference is the foremost peer-reviewed conference for CTE researchers and academic professionals. This conference is coordinated by the Association for Career and Technical Education Research (ACTER) with co-sponsors: Omicron Tau Theta (OTT), The Academy for Career and Technical Teacher Education (The Academy), and The University Council for Workforce and Human Resource Education (University Council).

NEW FOR 2021: ACTER 2021 will be a hybrid conference offered during two separate weeks. See above for the dates. We will also be offering extended abstracts to be posted as conference proceedings. We hope you will take advantage of the new additions.

The on-site conference will meet on November 29 – 30 in conjunction with the Association for Career and Technical Education (ACTE) CareerTech VISION 2021. The virtual session will be conducted online December 6 – 8. Participants may attend either or both sessions. The conference theme is A Fresh Look at the Future of CTE: Turning the Page on COVID.

ACTER, OTT, and The Academy invite researchers to submit manuscripts and proposals to be considered for presentation at the conference. Presentations are chosen and selected via a blind review process. The 2021 program will feature five types of sessions:

  • Research paper presentations (full paper)
  • Research paper presentations (extended abstracts)
  • Research posters
  • Symposia
  • Research round table discussions

Schedules and Programs from Past Conferences

2020 Research and Professional Development Conference

2019 Research and Professional Development Conference

As part of the OTT/ACTER partnership, the poster sessions at the annual Research and Professional Development Conference are hosted by Omicron Tau Theta. Please see the conference page and call for submissions details on how to submit your poster for our next juried session.

Clicking on any poster below will bring up a larger, uncropped image and allow you to navigate through all posters using your left and right arrow keys in a gallery view. Hovering over the poster while in the gallery will provide you with the title and abstract.

CTE Instructors Level of Preparedness to Transition to Distance Learning and Perceived Student Outcomes Achieved During the Spring 2020 Semester During 2019-2020 there were 7.6 million secondary and 3.5 million postsecondary students who participated in some form of Career and Technical Education (CTE) in the United States (U.S. Department of Education, National Perkins Reporting System, 2020). Due to COVID-19, ninety-three percent of US households with school age children and at least 50.8 million public school students were affected by the move from face-to-face learning environments to online platforms (McElrath, 2020). Due to the applied nature, CTE instructors were challenged to provide a ‘hands-on’ environment to develop college and career ready skills. This research explored CTE teacher, from all 50 US states, perceptions preparedness levels to transition to distance learning and perceived student outcomes achieved. Writing the Path to Success: Supporting CTE Postdoctoral Researchers and Graduate Students through Virtual Writing Sessions This research seeks to uncover the perspectives of graduate students and recent postgraduates involved in an online writing series for research fellows in the Postsecondary Career and Technical Education Research Fellows Program. Virtual writing sessions were introduced to the Fellows program in Spring 2020 to support continued productivity during the COVID-19 pandemic. Due to perceived success, the writing sessions were continued throughout Summer 2020 and the 2020-21 academic year. Preliminary findings showed that participants of the optional writing sessions reported an increase of time devoted to writing, an increase in writing productivity, and, a sense of community with their peers. This research will be of interest to faculty who support doctoral students' dissertation progress.
Comparing Student Participation and Engagement of High School Juniors in Their Career and Technical Education Classes and a Core Class, in an Online, Virtual Environment In the spring of 2020, in response to the CoVid-19 global pandemic, a large suburban school district in the Midwest, moved all its classes to an online format. At that time, the district froze grades for the semester, teachers couldn’t add assignments or take attendance. Near the end of the spring semester, a survey that measured engagement and participation was sent to all students enrolled in CTE classes at that district’s Career and Technical Campuses. The survey examined participation and engagement of junior students in their CTE courses with a core course, history. The survey found a statistically significant difference in both engagement and participation in student’s CTE classes vs their history class. Impact of a Postsecondary CTE Scholars Program
Educator perceptions of an online global learning program The Effectiveness of Postsecondary CTE Teacher Education Degree Attainment and Professional Development Research on K-12 teacher quality (content knowledge, teacher experience, teacher education degrees, and professional development coursework) show a positive relationship on student achievement. In the past, studies examining the effectiveness of postsecondary career and technical education (CTE) teachers in the United States have been understudied. A recent study examined the relationship between postsecondary CTE teacher quality and student achievement in Florida’s career certificate programs. Postsecondary CTE student achievement is measured by industry certification (IC) exams. Survey findings from 203 CTE teacher participants indicated statistically significant relationships between educational attainment (EA) and pedagogical knowledge (PK) with student achievement of industry certification exam pass rates (IC).
DACA RECIPIENTS NARRATIVES: PURSUING NONCREDIT OCCUPATIONAL TRAINING Completed an adapted in-depth qualitative interview study that explored and documented the lived experiences of four DACA recipients that pursued noncredit occupational training opportunities at a community college in North Carolina. The purpose was to understand what experiences led DACA recipients to enroll in noncredit occupational education in the community college setting, insight about their educational experiences in higher education, and how they used the education; they gained through noncredit occupational education. A Comparative Study of Male and Female Undergraduate Computer Science Students’ Educational Pathways STEM, including Computer Science (CS) fields are in global demand. This study’s purpose was to explore the nature of the educational pathways, critical factors and commonalities/differences leading to CS undergraduate enrollment focusing on personal/home, academic/attitude and psychological factors underlying the Social Cognitive Career Theory. Purposive sampling method was used for this multi-case study, comprised of CS undergraduate upperclassman. Thematic analysis of narrative, plus researcher journal and drawings, enabled an interpretivist lens on the participant’s voices. Five themes were identified: family role model, sense of belonging, growth mindset, good teachers, and you have to want it. My findings align with much of the relevant literature. Recommendations for policy, practice and research are highlighted in the manuscript.
Self-Identified Professional Development Needs of Virginia CTE Teachers Professional development is widely recognized as an important tool for improving teaching quality. However, PD offerings often fail to impact teacher practice and student outcomes. Aligning PD with teacher needs can improve those outcomes. We often neglect to ask the question, what do CTE teachers need for PD? This poster presentation provides an overview of the purpose, methodology, findings, conclusions, and implications of a study that sought to identify the professional development needs to Virginia CTE teachers. The quantitative study utilized the Borich Needs Assessment Model to identify competencies with the greatest difference in importance and teacher ability. The findings of this study can shape the identification and offering of specific PD topics. CTE Teachers’ Post-Pandemic Compassion Fatigue and Burnout Compassion fatigue and burnout have been associated with teachers’ intentions of leaving the profession (Liu & Onwuegbuzie, 2012). This is of particular concern in Career and Technical Education (CTE) due to the documented shortage of teachers (U.S. Department of Education, 2017). The onset of the COVID-19 pandemic and need to switch to remote learning overnight added to the stress that teachers were already facing. Students had problems accessing digital learning systems, particularly in rural areas, and teachers and students both complained about the lack of student-teacher interaction (Hebebci, et al., 2020). The current study seeks to measure the impact of pandemic related stressors on compassion fatigue and burnout amongst CTE teachers in a rural, mid-west state.
An Examination of VR in Postsecondary Career and Technical Education This research implements an integrated review of the literature to examine the state of virtual reality (VR) in career and technical education (CTE). With the growth of online education and the increased quality and access to virtual reality, it is essential to understand how it can be leveraged in career and technical education. The purpose of this paper is to examine VR in the career and technical education literature. Specifically, this study will answer 1.) how VR has been defined in the literature and CTE research, 2.) how has VR been used in career and technical education, and 3.) what are the types of research that has been conducted in the field. Using a Cooperative Learning Approach for Piloting TILT The transparency in learning and teaching (TILT) framework integrated into the design of instructional practices can promote the development of learner agency. Transparent learning activity and assessment design delineates clarity in three main components: purpose, tasks, and criteria for success. A cooperative learning approach was employed for this pilot research project, with participating faculty centered as the learners. Each faculty identified two assignments for TILTing. Faculty from non-related disciplines worked in pairs on the following tasks: a) evaluating and revising two assignments; and b) evaluate and provide feedback to their paired peer. Data reveal that the cooperative process and TILT framework helped faculty participants: a) organize their work; focus peer feedback; and build better content for blended learning experiences.
Impact of Experiential Learning through a Long-Term Fellowship on Career Choice AgriCorps, an international fellowship program, provides experiential learning opportunities for fellows who work as agricultural educators, 4-H/FFA advisors, and agricultural extension agents in rural Ghanaian and Liberian communities. Kolb’s model of experiential learning was used as a lens in which to explore the impact of a long-term fellowship experience on career choice. This phenomenological study included semi-structured virtual interviews with 18 past AgriCorps fellows to analyze the impact on career choice. Based on our analysis, three themes emerged including experience, connections, and skill building. By participating in a long-term fellowship, participants were able to go through each stage of Kolb’s experiential learning model. This study’s findings have applicability within other career and technical education settings. Applying the Theory of Planned Behavior on a Community Based Mushroom Farming Training in Ghana In this investigation, we applied a framework of the theory of planned behavior into the mushroom farming training in which participants acquired knowledge and skills to grow mushrooms, but they also had an opportunity to build a community. Qualitative data and analysis revealed the relationship among participants’ intention to start farming and their locus of control, support from others, enjoyment, and future benefits. Results showed that although participants enjoyed gaining knowledge and skills and admitted the positive outcomes of mushroom farming, most participants did not intend to start mushroom farming because they did not feel like appropriate support to initiate their action for mushroom farming, and more importantly, their perceived obstacles were too strong to envision to start mushroom farming.
THE EFFECTS OF EMPLOYEES’ WORK VALUES AND WORK ETHICS ON GOP-UL PERCEPTIONS AND INCOME This study aims to examine the Korean employees’ perceptions of their status in the workplace as Gop or Ul, the determinants of Gop or Ul, and the effects of work values and work ethics on Gop- or Ul- perceptions and their income. A total of 999 Korean employees between the ages of 18 and 64 provided usable data, which were collected by the Korea Research Institute for Vocational Education and Training (KRIVET) in 2018 to examine Koreans’ work values and work ethics. Data were analyzed employing descriptive statistics, the logistic regression model, and the ordinary least square model. The findings revealed that 11.8% among employees perceived themselves as a Gop, that as employees get older, have higher degrees, and are self-employed, the possibility of Gops increases. The main determinants of Gop-Ul perceptions were the degree of social influence of one’s job, the degree of authority, initiatives, and employees’ attitudes toward work. Gops earn about 60% more income than those who did Ul, which suggested that Gops have benefits of income premium in the workplace in Korea.

Clicking on any poster below will bring up a larger, uncropped image and allow you to navigate through all posters using your left and right arrow keys in a gallery view. Hovering over the poster while in the gallery will provide you with the title, abstract, and contact information for the corresponding author.

The Efficacy of Mentoring for New Career and Technical Education Teachers: A Review and Case Example The purpose of this study is to explicate the theoretical linkages between the needs of new CTE teachers and mentoring as a development tool using an integrative literature review (Callahan, 2010; Torracco, 2016; Yorks, 2008). Kram’s mentor role theory (1985) is used as a guiding framework to derive the theoretical linkages between mentoring and new CTE teacher needs. In addition, a case example is described that illustrates the design and implementation of a new CTE teacher mentoring program addressing mentor role theory components. Preliminary results from focus groups examining the experiences and perceptions of new teachers and mentor coaches will be reported. Practical implications from the study include the identification of critical mentoring components for inclusion in program design. CTE New Teacher Institute: A Virtual Experience In March 2020, the educational experience of students in the United States changed. Due to Coronavirus disease, most educational programs at all levels transformed to online environments. Teachers and students, across the nation, went virtual. Virtual learning continued throughout the summer for all Georgia colleges and universities; hence, impacting the Career and Technical Education New Teacher Institute at the University of Georgia. This poster presents the virtual instructional strategies infused, identifies lessons learned, and summarizes the learning experiences of 50 participants. Johnson and Aragon’s (2003) instructional strategy framework for online learning environments supported this research.
Family and Consumer Sciences Teacher Perceptions of Students in Poverty The purpose of this research was to evaluate the impact of a poverty simulation on family and consumer sciences (FCS) teachers’ perception of poverty. FCS teachers (n = 47) from a midwestern state participated in a poverty simulation. Participants completed a questionnaire prior to and following participation in the simulation. Quantitative data suggested improvements in attitude while the qualitative data produced themes for future education activities and teacher-student interactions. The simulation encourages more positive attitudes among FCS teachers regarding their perception of poverty. Teacher Burnout During Remote Learning The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. Early elementary teachers had to struggle with teaching students to read through a computer screen. High school teachers had to motivate students and provide dynamic and rigorous content without personal contact. Many teachers at all levels were forced into a learning environment that they were not trained or prepared for. The immense stress of these unprecedented circumstances undoubtedly took a toll on K-12 teachers. This study explores the level of burnout that teachers experienced during remote learning.
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Student participation in CTE related professional organizations: Who participates and why? Practitioner-based research in professional organizations indicates that students, both graduate and undergraduate, participate in professional organizations for far different reasons than the organization sponsors typically expect. An examination of which students are most active, why they choose to participate, and what organization leaders can do to best serve this population and grow their groups is presented. To what extent are elementary teachers using Universal Design for Learning strategies to teach computational thinking? Do these strategies improve computational thinking scores? The question guiding this research is: To what extent are elementary teachers using Universal Design for Learning (UDL) strategies to teach computational thinking (CT)? Lessons were coded for strategies, and CT scores for pre and posttests. Data were analyzed for statistical significance. CT scores were juxtaposed with UDL strategies. All teachers observed used UDL. The most UDL had the greatest change in mean CT scores. We believe this is a result of UDL strategies influencing students’ CT scores. Data revealed that UDL strategies are being used, and we should look more into how these strategies can support student learning of CT. We recommend more research into the efficacy of UDL strategies to teach Computer science and Computational thinking.
Awareness of apprenticeships among college students at a metropolitan research university in the western United States: A fixed convergent parallel mixed method study Partnerships between government, industry and educational institutions are focused on developing and creating more apprenticeships. However, enrollment in apprenticeships in the US remains low. Why? A primary factor is lack of awareness. This convergent parallel mixed-method study explored students’ awareness of apprenticeships, sources of influence in choosing an educational path, and depth of understanding of apprenticeships. Data was gathered through an original-instrument survey. This study found students have some awareness of apprenticeships, but depth of knowledge is shallow. Principal influencers were family and personal growth objectives. Is engineering technology a STEM-CTE pathway for all? Increasing diversity in STEM-related CTE pathways is a federal priority. The secondary engineering technology pathway is linked to high paying, high demand jobs though Black and Hispanic students continue to be underrepresented in these classrooms. Expectancy-value theory provides a lens to research the motivations to choose this pathway to better address the lack of diversity. Data come from the High School Longitudinal Survey of 2009 which surveyed high school freshman and links to their course transcripts. Logistic regression models show that STEM-related expectancy, value, and costs do not predict engineering technology concentration. This agrees with results indicating that future aspirations do not align with CTE pathway choice and future research should include predictors beyond math and science.
Education is considered one of the most important contributions to a nation’s social and economic success. In a highly competitive global economy, it is vital that educational institutions prepare students who will join the workforce, and become productive citizens that contribute to their nation’s economic development. In Jamaica, there is a widespread belief that education is what drives economic growth, and increases global competitiveness in a knowledge-driven economy (Pavel, 2012). a community college education in Jamaica is considered essential for this very reason. Community colleges through their programs offer an education that encourages community enrichment, skills retraining, and cultural activities, all of which are aimed at the creation of a ‘whole’ person.Moreover, community colleges act as a “mechanism for upgrading the skills of individuals already in the workforce, through universal admissions policies and flexible courses of study, which include degree programs, certificates, and nondegree courses” (Marcotte, 2010, p. 37). The purpose of the research is to explore themandatory work experience program used in Jamaican community colleges and the outcomes for students who participate. Developing the Key Constructs of Career Literacy: A Delphi Study Career literacy, for this study, is defined as the set of functional, interactive, and critical skills students need to access career-related information. Students need to be able to read, understand, and make informed decisions related to their secondary and post-secondary options. Measuring a student’s career literacy will provide educators and counselors with information to develop interventions specific to students’ needs. In order to determine the concepts and skills that contribute to a student’s career literacy, a four-round Delphi study was executed. At the conclusion of four rounds, there were more than 50 skills organized by functional, interactive, and critical. This session will highlight the process and the results of this research.
Community College Students’ Acquisition of Work Skills Using the 2014 nationally representative Community College Survey of Student Engagement (CCSSE), we examined traditional and non-traditional students’ experiences in terms of their three ways of knowledge accumulation from the perspective of career capitalist (Inkson & Arthur, 2001). Results showed that traditional and nontraditional students shared commonalities as well as differences in their three ways of knowing, which also contributed significantly to students’ career outcome (i.e., perceived acquisition of job-related skills). Do Individualized Learning Plans Help Students Achieve Employment Goals after High School Using public data from the High School Longitudinal Study of 2009 (HSLS:2009), we explored the effectiveness of individualized learning plans (ILP) through its associations with selected goal and outcome variables. We also examined whether ILP guided students’ career and technical education course taking to help them achieve employment goals. Results showed ILP had positive associations with establishing employment goals, securing employment, and achieving employment goals after high school. Students who had planned to seek employment after high school were likely to take more CTE credits which, in turn, increased their probabilities of working after high school. However, ILP did not moderate the relationship between employment goal and CTE credits nor the relationship between employment goal and work activity.