Category: Careers Connect

About a decade ago, a school superintendent told Jonathan Gueverra, Ed.D., president and CEO of The College of the Florida Keys, that almost one in five of his students had some form of intellectual disability. “I asked, ‘What happens to them?’ He said, ‘I don’t know.’”

Gueverra was not willing to live in that uncertainty. “Why not create a place where everybody has an opportunity to be successful?”

The College of the Florida Keys’ Project ACCESS was created to offer a postsecondary education for students with intellectual disabilities and autism. ACCESS stands for Accessing Community College Educational experiences, Social experiences, and Skills for careers. The program trains students for the workforce through certifications, internships and paid employment.

“We offer training that includes social skills, retail, technology, interviewing skills, writing resumes,” said Nicole Gerrard, executive director of student success services at the college. “When they complete the program, they’re ready for the workforce.”

Florida students RISE Up.

Project ACCESS at The College of the Florida Keys was an ideal partner for the National Retail Federation (NRF) Foundation’s RISE Up program. The RISE Up program was developed in collaboration with more than 20 retailers dedicated to ensuring students have the skills to succeed in an industry that offers solid career opportunities. The College of the Florida Keys utilizes RISE Up’s introductory course, Re- tail Industry Fundamentals, during which students learn about career pathways and study retail operations.

This certification program is vital, not only for training students, but also for the message it sends: “It says to employers, ‘These students have met the mark.’ It says to students that this is a program that can help to prepare them so that they can meet the needs and the demands of employers,” said Gueverra. “It says to parents who are looking at the college as a potential opportunity for their students, that this institution and the NRF Foundation provide opportunities.”

A new microcredential from the NRF Foundation, tailored for retail frontline workers and those entering customer facing roles, focuses on positive interactions with neurodivergent customers. This training will enhance their knowledge and skills with an emphasis on inclusivity and best practices in customer service.

RISE Up: Gain hands-on experience.

Chrisfer Hyppolite, a Key West, Florida, native, graduated from The College of the Florida Keys in December 2024 with her RISE Up certificate. While role-playing retail shop operations, she learned to be a cashier and interact with challenging customers. Hyppolite and other students also participated in mock job interviews and site visits to watch retail operations in action. Skills like upselling and cross-selling as well as managing operations are also included in the coursework.

“I learned a lot of things that I did not know before, like marketing,” Hyppolite said. “Earning a RISE Up certificate made me proud. I know it will help me with my job in the future.” The goal is to help the students feel prepared for what lies ahead. “I’m totally ready for a job interview. I feel confident.”

RISE Up: Plan for the future.

The NRF Foundation RISE Up curriculum, coupled with instructor Nina Medyk’s dedication to hands-on learning, provides students with a holistic view of the diversity of retail careers and the skills to succeed. The NRF Foundation named The College of the Florida Keys as its RISE Up partner of the year in 2025.

“In the beginning some students think that retail’s pretty straightforward. But then they take the RISE Up curriculum, and they realize that there’s actually a lot more that goes into retail,” Medyk said. “There are different sectors: customer service, stocking, inventory, product cycle.”

Conclusion

“Retail careers provide career ladders,” said Gueverra. “You can go from being somebody at the register, somebody who stocks the shelves, to become a supervisor, a manager, a buyer, a general manager. The retail industry has so many different levels of careers. You can learn so much about so many other industries because everything that we do passes through the retail sector.”

Retail is “becoming increasingly inclusive,” said Medyk. “I think a lot of our students enjoy the structure that a retail career provides.”

NRF Foundation RISE Up and Project ACCESS combine to deliver “great training for students,” Gerrard said. “It exposes them to a world of opportunity that they may have never considered before. Every day students surprise us.

“Over the course of three semesters going through our program and the RISE Up training, they blossom. Many of the students, when they first started with us, would not say a word. Now, they have confidence. They have experience in communicating with others and they’re confident to go and apply for jobs.”

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Sandy Smith is a writer based in Nashville, Tennessee. She frequently writes on retail and workforce trends.

Read more in Techniques.

I entered education as a second-act career. I feel gratitude for the organizations that I have been affiliated with. My participation in professional organizations — at the local, state and national levels — has played a huge role in my career and personal achievements.

It has shaped the type of leader that I aspire to be. My affiliation with various organizations has been a kind of career navigator. I have built relationships, learned about programs and schools across the region and country. And I identified what I wanted my voice to be as I developed my own philosophy of education. I often wonder why others don’t participate in professional organizations, as this is something I encourage all educators, new and those with long tenures, to do. In an effort to understand broader perspectives on this topic, we conducted throughout the state of New York.

Benefits

Many respondents shared that being connected with a professional organization directly informs them of education updates, best practices, new resources, and, most importantly, networking and collaboration. Educators are able to source and craft new projects and initiatives for their students. At a recent conference hosted by the NYS Career Readiness Educators Association, most of the breakout sessions were peer-led. And this spurred tremendous conversations among attendees. The room buzzing with collaboration and conversation is always a positive takeaway.

Professional organizations allow educators to identify opportunities to invest in their students and in themselves.

Limitations

What factors are hindering educators from joining professional organizations? Before conducting this survey, my initial thought was lack of awareness, and that people don’t know that these organizations exist. However, survey results indicated different challenges. The two biggest limitations were reported as a lack of time to participate and lack of district buy-in. Others felt that it would not be relevant to their role and/or they felt an overall disconnect from the value that membership would add.

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Questions to consider

• What types of events (conferences, associations) are district decision makers attending?
• How can members participate? Is there enough variety in the formats?
• Are topics, meetings or events planned using feedback collected from educators?

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Incentivizing professional membership

What worked in prior years to incentivize membership may not work in the future. Professional organizations must be adaptable in meeting the needs of members as they evolve with education. Our professional organizations represent a powerful engine that can drive advocacy and awareness with a collective voice to move the needle forward in CTE.

With power in numbers, we create a collective voice to support the ideologies that we believe in for our craft and for our students. Professional organizations add a unique perspective and outlet to grow the knowledge of educators and enhance the pipeline of the future.

• Start small! Choose two to three goals each year that your leadership team can work toward.
• Connect with students in education programs to get the word out about your organization early.
• Create incentives that are realistic.
• Survey your members each year.
• Create a membership role that can help to support some of the initiatives.
• Collaborate with other groups to leverage resources and share ideas.
• Promote what you do! Use social media pages, websites, newsletters and other channels to demonstrate your value.

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Michele Leonardo is currently a work experience coordinator and holds certifications in business education, work-based learning, school building leadership and educational technology.

Read Techniques to learn more.

Health science professionals play a critical role in delivering efficient, high-quality patient care. Still, too many health care facilities are struggling to fill the demand for nurses and allied health team members. Nearly one-third (31%) of employers have said it’s difficult to find qualified medical assistants, and the numbers paint a similar picture in other roles, like patient care, electrocardiography, and billing and coding (National Healthcareer Association, 2024). We need to do more to meet our country’s health care workforce demands.

New Orleans Career Center (NOCC), where I serve as director of work-based learning, is taking a novel approach to help meet this need and improve care outcomes for our community. We’ve built a sustainable and empowering program that connects high school students and adults with allied health careers. Through our partnership with the National Healthcareer Association (NHA), which provides educational materials and accredited, industry-recognized certification exams, more than 160 NOCC health care trainees certified as medical assistants and patient care technicians in 2023 alone.

Students discover professional goals.

NOCC works closely with local employers to bridge the gap between qualified individuals and job opportunities. These partnerships ensure our trainees gain real-world experiences and build professional networks. In fact, one health care system we work with recently alleviated its patient care technician shortfall in large part due to our program and partnership.

Gabrielle, a graduating high school senior, earned her NHA clinical medical assistant certification in March 2023. Now she works part-time at a local hospital while pursuing a college degree. Her ultimate goal is to become a surgeon, but that wasn’t always her plan. Gabrielle has credited her experience in allied health education at NOCC as the catalyst for her new professional goals.

So, how can other career and technical education programs duplicate this effort to meet growing health care industry demands? Here’s what we’ve learned.

Meet students where they are.

Support instructors in teaching the material and also in building relationships with students, fostering employability skills development, and differentiating instruction to meet community needs.

1. Design high-quality work-based learning experiences. Work-based learning opportunities, including job shadowing and clinical experience, help students build the confidence and skills to be job-ready on day one.
2. Promote peer-to-peer networks. Foster an environment where students are invested in one another’s success. On-site at one of our provider partners, NOCC graduates have become clinical preceptors. They serve as a valuable resource for students to network and ask questions, and can better connect with them because of their shared NOCC experience.
3. Support instructors’ professional development. Empower educators with the software and tools they need to reach as many students as possible. Eighty-six percent of faculty and staff say there’s a need for new skills-based learning models, but only 22% of their institutions have implemented them (Blake, 2024).
4. Offer accredited, industry-recognized credentials. Certain credentials are preferred and often expected by health care employers. These will propel students into their careers as competent, practice-ready professionals. According to NHA (2024), 83% of employers would prefer to hire a candidate with nationally recognized certifications over someone without.
5. Engage employers in a responsive partnership. Strong partnerships help students develop the academic, technical, and employability skills necessary to act as clinicians the moment they graduate. NOCC’s employer partners are key to designing learning that scaffolds into certification and employment. They facilitate meaningful work-based learning experiences, share feedback, and help students navigate complex, real-world scenarios.

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Potential partners

• Curriculum and content writers
• Workforce development organizations
• Credentialing and certification organizations
• Technology providers
• Governmental bodies
• Counselors and career coaches
• Professional development and training providers
• Health care employers
• Funding partners
• Students and their families

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Conclusion

In New Orleans, Louisiana, we’ve proven that community-wide partnerships can make a meaningful difference in both individual opportunities and workforce shortages. Programs such as those at NOCC should be supported and can be replicated in other cities and states. Rise to the challenge: Help us meet the growing demand for care. Together we can build a sustainable, diverse health care workforce.

Courtney Kahn Guidry is the director of work-based learning at the New Orleans Career Center.

Read more in Techniques.

ACTE’s CareerTech VISION will feature several sessions focused on supporting students with disabilities (SWD) in CTE. One such session is “The Future of CNC Includes Students With Disabilities.” During which attendees will learn about The Uniquely Abled Project (UAP) and how they partner with technical colleges. Their goal is to help young adults with autism spectrum disorder (ASD) find successful careers in computer numerical control (CNC) machining.

Build strong partnerships.

The UAP seeks to meet the demand for skilled workers in manufacturing. While also enhancing the quality of life for SWD. With access to meaningful work-based learning opportunities, students with disabilities may gain independence and become more engaged in their communities.

This career development initiative was developed in 2017 by Ivan Rosenber, in collaboration with educators, autism specialists, social service agencies, and business and community leaders. Strong partnerships enabled the creation of a successful career education program that provides customized training and support for autistic young adults. Every organization involved brings something valuable and unique to the table.

Hosted by a qualifying community college or technical institution, The UAA utilizes the existing infrastructure and resources of the host location in order to offer the program at little or no cost to accepted students. The curriculum includes 300 hours of technical training and 60 hours of job readiness instruction, preparing participants for careers in manufacturing.

Program participants learn CNC machine programming, setup, and operation, as well as blueprint reading, shop math, and the use of quality control instruments. They also receive customized employability skills coaching, assistance with resume building, and help with scheduling interviews. Upon completion of the program, graduates often possess a number of industry-recognized certifications. They are then qualified for entry level positions such as machine trainee, machinist apprentice, and CNC operator and programmer.

Everyone benefits.

A key element of The Uniquely Abled Project’s continued success lies in approaching the conversation with potential employers as a strategic business decision. By highlighting the value that neurodivergent employees bring to the workplace, businesses are further encouraged to view neurodiversity as an asset. Inclusive hiring practices not only boost overall employee morale but also provide employers with access to a wider and more diverse talent pool. And this ultimately benefits all parties.

In manufacturing careers, like CNC operation, there is a great demand for precision and attention to detail. The UAP has noted that some of these requirements parallel certain attributes that can be present in individuals with ASD, such as the capacity to tolerate repetitive tasks, to thrive in roles centered around routine, and/or to be proficient in learning new technologies. The strategic process of leveraging students’ individual skills can help ensure long-term success.

Spotlight on Milwaukee Area Technical College

In 2021, Milwaukee Area Technical College introduced Wisconsin’s inaugural academy. A cohort of seven students enrolled for a 16-week term. Six students successfully completed the rigorous training and continued their education at MATC toward a technical diploma. Building on its initial success, in 2022, the second cohort of five students commenced their studies following an enhanced curriculum. The program had evolved to a more comprehensive 32-week structure, allowing for deeper immersion in technical skills and robust career readiness training.

• Students engage in more than 500 hours of hands-on machining instruction, acquiring critical technical expertise.
• Students participate in career readiness workshops tailored to equip students with essential skills, ensuring they not only secure employment but also thrive in their careers.
• Students benefit from direct engagement with local employers, including visits to their facilities. This practical exposure enriches the learning experience and prepares them effectively for the demands of CNC careers.

The program experienced significant growth by its third cohort, in 2023. Now it is operating at maximum capacity plus an enthusiastic waiting list. Each year, program leaders have seen former participants return as peer tutors, exemplifying the program’s enduring impact.

Spotlight on UAA Graduate Eric Gama

Eric Gama, an alum of the second cohort, currently works as a machine apprentice at Allis Manufacturing Corporation. His journey came full circle. He returned to MATC as a peer tutor while pursuing his technical diploma, which was financially supported by his employer. Gama’s selection as an apprentice came because of strong networking skills at the completion ceremony. Peter Rathmann, CEO of Allis Manufacturing Corporation, was impressed from the outset. Rathmann remarked, “Eric proved himself within the first hour of being here.”

Gama’s quiet dedication to mentoring new students underscores the profound personal and professional growth fostered by the program. His story exemplifies the transformative potential of this academy. It demonstrates how to empower students with disabilities to thrive in their careers and contribute meaningfully to their communities. They can be the innovative problem solvers and dedicated community members we need.

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Meet the speakers

John Wheeler is currently advising the development of The Uniquely Abled Academy institutions as a consultant. While serving on the workforce development and innovation staff at the James A. Rhodes State College in Lima, Ohio, he served as the project coordinator for their first cohort of The UAA. Wheeler retired from Rhodes State in 2021. While in the industrial sector, he worked in various process engineering, quality engineering, and training positions in the micro-electronics and automotive industries.

Goldhmong Vang serves as The Uniquely Abled Academy coordinator at Milwaukee Area Technical College. She employs innovative strategies to foster trust and empower students by integrating career, life, and academic skills in the classroom. In her role, she has cultivated partnerships both within the college and throughout the community, expanding resources for autistic individuals and enhancing career prospects.

Wheeling High School (WHS) is located in one of the most densely populated industrial regions in the United States. Known as the Golden Corridor, the northwestern suburbs of Chicago, Illinois, are home to businesses of all shapes and sizes, as well as several Fortune 500 company headquarters. Approximately 85,000 people in this region are employed by manufacturing companies. So, in 2008, WHS began teaching a manufacturing curriculum for career and technical education (CTE) students. The program has since grown to include CNC machining, welding, tooling design, 3D printing, laser cutting and, finally, robotics.

Onboard robotics education.

Tom Steinbach, Michael Geist and Eric Race, three long-tenured manufacturing instructors at WHS, set up the robotics curriculum and identified a robotics company with which to partner. After reviewing comprehensive education programs from several major manufacturers, the trio chose to work with ABB Robotics. “We were intrigued by ABB because their course materials were complete, but not rigid. This allows us the flexibility to modify the materials as we see fit,” said Steinbach. “Plus, a good number of our local industry colleagues have ABB robots in their plants. So it is a platform that our students may encounter down the road.”

The education package ABB provided to WHS includes four six-axis articulated arm robots, course materials for the teachers and students, and a certification program for teachers and students. It also includes 100 licenses to RobotStudio, an offline simulation programming software, donated by ABB to enhance the learning experience. The course materials help Steinbach, Geist and Race plan lessons that range from the fundamentals to more advanced applications and programming.

Train with simulation technology.

With an average of 28 students per class, sharing hands-on time with only four robot cells, RobotStudio became an integral part of the lab exercises portion of class. RobotStudio allows very realistic simulations to be performed on computers, using real robot programs and configuration files identical to those used in industrial applications. “We don’t have a robot for every student, but we do have a computer for every student,” said Geist. “With RobotStudio, when we issue an assignment, all students are starting from the same spot. They can set up the robot motion offline, learn the geometry concepts and activate the coordinate systems. And when it’s their turn, they can download the program they created to the robot controller and see an actual robot play out their work.”

Establish a strong foundation.

Equipped with the ABB educational materials and the knowledge gained from the ABB faculty certification program, the three instructors continue to adapt the courses to meet the needs of their students. They teach robotics courses to nearly 350 students each year, and some are as young as 14. So there is clearly a wide range of interest and proficiency levels.

“The ABB materials provide a great foundation to establish a core curriculum. But it is also tremendously beneficial to have the ability to branch off and grow a program that best suits our young scholars,” said Steinbach. “We have tweaked a good portion of the PowerPoint materials and lab assignments, adding some elements that are fun and entertaining that allow us to better engage the class. Early in the year, for example, we programmed a robot to dance to music, like a DJ.”

As a result of becoming certified instructors, Steinbach, Geist and Race can certify students that pass the final exam as proficient in the fundamentals of robotic automation. “Getting certified to teach robotics really changed our lives. It taught us how to teach,” said Geist. “Being able to certify our students is a great reward for their hard work. And in some instances, it has changed their lives too.”

Explore careers in robotics.

Some 80% of global educators see automation shaping employment in the next 10 years. But many fewer manufacturing institutes incorporate robotics into their curriculum (ABB, 2022). Barriers include the lack of teachers trained in robotics and automation and the difficulty in incorporating robotics training.

“Automation is an incredibly valuable tool for manufacturers to be competitive, now and in the future,” said Steinbach. “We have partner meetings twice a year. And many of them need workers skilled in automation and mechatronics. We are going to continue to grow this program because companies really need the people. And our students deserve lucrative careers.

“The Next Generation of Engineers program at WHS extends the training to middle school students in our district. They can come to our high school lab some afternoons to do some light programming and jogging of robots.” He continued, “We try to share the science of robotics with them as early as possible.”

Scheduling and placement challenges are a systems problem, a disconnect between CTE program awareness and the mechanics of course scheduling. Here we’ll look at two examples — from Oregon and Kansas — of successful, systematic approaches to helping students discover their interests and aptitudes and learn about related career pathways.

Henley Middle School and Henley High, Klamath Falls, Oregon

“This is my 16th year in education,” said Adam Randall, CTE coordinator and instructional coach at Henley High School. “And by far the best time spent has been in CTE.” Randall has worked at Henley for the past six years, and as full-time CTE coordinator since 2020. Previously, he taught engineering and advanced math at another high school and also supported the CTE programs on a part-time basis. He was an engineer before he came to teaching.

Randall said that the former principal, Jack Lee, saw the trends toward workforce preparation and CTE and pushed hard to develop new programs for students. Lee advocated for hiring a CTE coordinator. Because he knew that principals and teachers had too many other responsibilities to do this work effectively.

Discovering what you’re good at

So, the school teams developed a comprehensive process to assess students’ interests and aptitudes in eighth grade. Then they would use the results to guide high school recruitment work for Henley’s CTE programs.

In January or February, all of the district’s eighth graders take the career aptitude assessment across two or three class periods. Students use technology to identify 25–30 careers that match with their aptitudes and about which they want to learn more. Then they collaborate with teachers, administrators, and their families to discuss and narrow down their pathways. Students also learn about the CTE programs and other opportunities at the high school, and how those programs might relate to those career options.

Students keep all these items documented on a planning document called the “Forecasting Draft,” and the word “draft” is emphasized continuously. Randall said, “So many students and families worry, like, well, if I choose engineering as my number one, then that’s engineering for the rest of my life. And I tell them, ‘No, no, you’re not making a forever decision. You’re making a for-now decision’.”

Eighth grade students also benefit from a career exploration day at Henley High. Students are placed into groups of 15 or 16, and they rotate through approximately 12 stations, each featuring a hands-on activity. Middle school students are led by current high school CTE students, and they’re encouraged to talk and ask questions.

Shawnee Mission School District, Shawnee Mission, Kansas

Ryan Flurry is the CTE coordinator for the district and principal of the two centralized career education campuses. He has been in this role for six years and worked previously as a high school associate principal and a chemistry teacher. “It has always been a passion of mine to help students explore various career paths,” he said. “In the science classroom, I often saw students fixed on one career choice, and I wanted to encourage them to consider different aspects beyond a single option.”

Discovering what you’re interested in

At Shawnee Mission, students take aptitude assessments in seventh and ninth grade. The results help them decide which career fields to research and can guide their decision-making about course and program enrollment. Flurry and other faculty use results from the assessments and analytics to help develop awareness-building activities, such as tours and other events. They identify the pathways and related activities, then use system analytics to invite students who may be interested and/or who are traditionally underrepresented in those fields.

Shuttles facilitate students’ transportation from students’ home schools to centralized CTE locations for career fairs. Because the buses are already running. There, they can explore career pathways they may not otherwise have access to.

“We recently hosted an engineering event,” said Flurry. “We brought in students with an aptitude for engineering, connecting them with young professional engineers and college representatives. The turnout was fantastic.” Another recent event brought ninth grade students to see the fire science and first responders’ facilities. Flurry continued, “It’s about creating awareness. Many students aren’t aware that Shawnee Mission has a fire science program, and that they can graduate and potentially get hired at 18.”

Additionally, they will cross-reference the families’ contact information. “This allows us to send emails to both students and their family members.” Flurry noted the importance of connecting directly with families. “It’s a collaborative effort involving the whole school community.” While he takes the lead in creating the recruitment, “our counselors are the ones sending out the invitations. They act as the face of the school.”

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Tips for using career aptitudes in CTE recruiting

1. Administer a high-quality, aptitude-based assessment to identify potential talents for development and career exploration. A traditional interest assessment can complement the career aptitudes assessment.
2. Review assessment results and give your students adequate time to process, reflect and ask questions — in the school environment and within their home communities.
3. Help students gain a general knowledge of different industries and career pathways through hands-on, engaging career exploration activities. They need to know more about how the real world works and how people in different industries work together.
4. Share information with your students about the secondary and postsecondary CTE programs available to them in your region. Share this information with students’ families as well. Be proactive in your communication style.
5. Host an open house at the high school and/or regional CTE center. Arrange opportunities for students to rotate through the programs offered to learn more.
6. Encourage a “career-connected learning for all” approach in your school district, so every student has access to career exploration, even if they don’t enroll in a CTE program.
7. Continue the career conversation at every grade level. Remind them they are only making “for-now decisions.”

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Hans Meeder is senior fellow for education and workforce innovation at YouScience. Meeder is the author of The Power and Promise of Pathways and several other books. He was co-founder of the National Center for College and Career Transitions and also served as deputy assistant secretary in the U.S. Department of Education’s Office of Vocational and Adult Education.

Read more in Techniques: Tell Me a Story of CTE.

VISION 2023 took place in Phoenix, Arizona, Nov. 29–Dec. 2. And oh, what fun we had! ACTE’s premier annual conference attracted thousands of secondary and postsecondary educators, business leaders and industry professionals from across the country. Attendees left our opening and closing general sessions, from Morris Morrison and Jon Petz, feeling energized and inspired to take on high-quality career and technical education (CTE).

“This is my first time attending ACTE’s CareerTech VISION, and I have been so impressed,” commented Lisa Roether, an attendee from Louisiana. “The conference has far exceeded my expectations. I’m excited to return to school to implement many ideas.”

Energized! Inspired! These are two of many great words that attendees, board members and staff have used to describe the VISION experience. With hundreds of concurrent sessions and networking opportunities, the Awards Gala, Wednesday workshops and tours, the CareerTech Expo, and more, VISION offers something for everyone. We think it’s the best week of the year to work in CTE.

“As a new director of career and technical education, I have been welcomed into the community with open arms,” said Lindsey McCormick, an attendee from Maryland. “The opportunity to inspire students and staff to pursue their strengths and interests is amazing.”

Moments before delivering the closing keynote address at VISION 2023, Jon Petz spoke to social media followers about the importance of CTE and organizations like ACTE. “Career and technical education schools — like the one in my hometown, Delaware Area Career Center — help students advance their knowledge and grow their professional opportunities,” he said. “And it’s amazing that we’ve got a professional association like ACTE to help educators help students learn and grow.”

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Make plans now to attend VISION 2024, Dec. 4–7, in San Antonio, Texas!

Have you ever thought about presenting at ACTE’s CareerTech VISION? In 2024, we are seeking session proposals that address the full range of issues facing CTE today, tomorrow and beyond. Such as:

• Sessions tailored for educators working in specific disciplines of CTE (e.g., business and marketing; family and consumer sciences; health science; engineering and technology; the skilled trades; arts, media and entertainment)
• Sessions on instructional best practices and curriculum planning and mapping
• Sessions for postsecondary educators
• Sessions for administrators on topics like program marketing, grant management and fundraising
• Sessions on critical issues like recruitment, retention, professional and leadership development, and work-based learning

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Read more in Techniques: Excellence in CTE.

Brightly decorated balsa wood gliders soared through the air. Video cameras documented launches, flight paths and time aloft. Working in collaborative teams, student aeronautical engineers designed, constructed, tested, and redesigned their vehicles to meet the challenge. To stay in the air the longest. This was the start of the 2023–24 academic year for Laura Doyle’s high school engineering career and technical education (CTE) class in Westfield, New Jersey. Doyle introduced her students to engineering design through this aviation challenge.

Her students learn how gliders work. They discuss the forces of flight, and they use the prototype glider templates as a rough guide. Students must change the design in some way, so that the entire class isn’t making the same prototype. And they must justify their iterated designs through research. “I like walking around the room and overhearing conversations students are having with each other about balancing wings, moving the center of mass, describing their flight path, and laughing about failed attempts,” Doyle shared.

These are the kinds of challenges that Doyle and other CTE educators seek out: real-world, standards-based, and engaging to spark learners’ creativity and innovation. CTE educators search for constructivist experiences framed in problem-based scenarios, like this activity, to introduce learners to a variety of career pathways and industry demands.

Share more with students about careers in aviation.

Over the next 10 years, as more than 25% of commercial pilots reach the mandatory retirement age, it’s anticipated there will be more than 160,000 job openings for pilots (AeroGuard Flight Training Center, 2023; Aviation Workforce, 2023). The industry is also reporting challenges in filling demands for airplane mechanics. Engaging youth to build the future aviation workforce is a critical industry need (National Academies of Sciences, Engineering, and Medicine, 2019).

Grassroots advocacy efforts are beginning to address shortages in this field. Once disparate groups are coming together with a common goal to increase awareness of careers in aviation. Over its 70-year history, the Experimental Aircraft Association (EAA) has grown from a small group of aviation enthusiasts to an international organization representing a wide spectrum of recreational aviation. In line with the group’s mission to grow participation in aviation by promoting the spirit of aviation, EAA staff and educators from North Carolina State University, Appalachian State University, and the National Institute of Aerospace teamed up to develop a series of aeronautics-themed, integrative STEM activities for K–12 education.

These resources are housed and disseminated through AeroEducate, EAA’s educational platform. Each activity begins with an essential question, incorporates a career component through a real-world scenario, and introduces and reinforces age-appropriate vocabulary. Families, educators and facilitators benefit from background information resources. And posters that illustrate key concepts are available as well.

Effective collaboration expands access.

The collaboration extends beyond EAA and the AeroEducate activity development team. Principal partners, including United Airlines, Siemens and Airbus, provide guidance on industry direction, practical advice to help guide students’ career pathways, and financial support for materials and website development, broadening access and making resources free to all registered users. Additional partners, including Horizon Hobby and NEXTGEN Aviators, support AeroEducate’s dissemination efforts.

Further, to build excitement for careers in aviation, EAA provides free flights to youth aged eight to 17. More than 2.3 million Young Eagles have logged flights. With the continued support of partners, more opportunities for in-person experiences are being planned.

Conclusion

These resources are one tangible outcome of the collaborative efforts of industry, nonprofits, and academia. They demonstrate what can be accomplished when such groups come together with a common goal to solve a shared problem. From aeronautical engineers to sound engineers to air traffic controllers, students learn about a variety of careers. The design-based activities build context for learning through career connections. And they exercise students’ critical and creative thinking skills through the engineering process. Today, they’re building balsa wood gliders, but tomorrow they may be flying their own planes.

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Sharon Bowers is a senior STEM education specialist and associate director of the Center for Integrative STEM Education at the National Institute of Aerospace.

Kevin Sutton is an assistant professor in career and technical education at Appalachian State University.

Laura Doyle is an engineering and design teacher at Westfield High School in Westfield, New Jersey.

Rebecca Jaramillo is a senior communications program manager at the National Institute of Aerospace.

Read more in Techniques: Advocacy >amp; Outreach.