ABSTRACT. Students with disabilities face unique challenges in achieving successful postsecondary education and employment. Access to Career and Technical Education (CTE) programs remains limited for students with special needs even though attending these programs is beneficial to facilitating school-to-work transitions. There is a paucity of research exploring how students with disabilities perceive CTE programs. Furthermore, it is unknown in what ways CTE programs will prepare students with special needs to be successful both academically and non-academically. By using grounded theory analysis, this study will conduct one-on-one semi-structured interviews to investigate the impact of CTE programs on the readiness of students with disabilities from their perspectives and to provide recommendations for improving the accessibility and effectiveness of CTE programs for students with disabilities.

ABSTRACT. During this convergent parallel mixed-methods study, the effects of cultural capital on the participation and persistence of Black and Hispanic women in undergraduate computing education were investigated to inform strategies that promote equity in science, technology, engineering, mathematics, and computing (STEM+C). Secondary data (High School Longitudinal Study of 2009 [HSLS:09]) and primary data (surveys and interviews) were collected and analyzed utilizing a modified community cultural wealth model to provide an asset-based understanding of how Black and Hispanic women leverage cultural capital to navigate educational experiences in STEM+C. Findings will highlight aspects of cultural capital influencing persistence among the HSLS:09 cohort, 209 survey respondents, and 35 interviewees, offering insights into better-supporting women of color in STEM+C education.

ABSTRACT. To meet the changing global market and digital economy, Career and Technical Education teacher education programs should incorporate human capital development through upskilling and reskilling workforce pedagogical proficiencies in tandem with global competencies. Creating opportunities to improve intercultural perspectives is imperative in the development of future global workers and leaders. One innovative approach to improve global competence is a CTE program virtual exchange experience. Virtual Exchange is an opportunity for U.S. students to engage with international students or experts to develop diverse perspectives and intercultural competence. The participants in this presentation will explore and contribute to research in expanding online CTE programs and inclusivity practices through virtual exchange opportunities.

ABSTRACT. Engaging Generation Z preservice teachers as co-designers of leadership curricula for emerging Generation Alpha youth, this participatory action research study offers strategies for cultivating inclusive, future-ready leaders through Career and Technical Student Organization (CTSO) conferences. Eleven preservice teachers crafted and facilitated sessions for 330 high school students, predominantly ninth graders, in 2023. Utilizing a preservice teacher-developed instrument, surveys captured participants' growth in leadership self-efficacy, career awareness, and collaboration skills. Triangulated with state leader feedback and preservice teacher reflections, findings underscore the potential of participatory methodologies to disrupt traditional CTSO leadership paradigms and ignite the next generation's aspirations.

ABSTRACT. The integration of technology in education has revolutionized teaching methods, enabling enhanced interactive learning experiences for students. Virtual Reality (VR) provides unique opportunities to gain hands-on experience with content through various applications and scenarios. This study employed a modified VR Technology in School-Based Agricultural Education Settings questionnaire to explore teachers' perceptions of VR in Career and Technical Education (CTE) settings. CTE teachers hold a positive view of VR in the classroom, envisioning it as a valuable tool for acquiring new skills, fostering a STEM focus, and enhancing overall learning. Teachers believe students would enjoy VR's immersive experiences and feel that administrators would support its incorporation into their programs. Understanding teachers' perceptions of VR technology is crucial for ensuring its effective use in education.

ABSTRACT. his symposium overviews techniques from a five-year program designed to develop the capacity of postsecondary CTE research fellows. It provides perspectives from stakeholders, including the foundation, leading CTE researchers, and research fellows. The session describes training institutes, webinars, mentoring processes, and research projects, featuring insights from both new fellows and those now in faculty and research roles. It updates the state of a fellowship program and highlights model that could be used in other similar contexts. The symposium emphasizes the importance of developing high-quality researchers to collaborate with practitioners and understand postsecondary CTE's impact on student success, and explores how this program could extend to workforce development and secondary CTE.

ABSTRACT. Teachers are frequently ill-prepared to support LGBTQ+ students. School-Based Agricultural Education (SBAE) is often perceived as less inclusive of LGBTQ+ youth. Therefore, we explored perceptions of SBAE alumni who identified as LGBTQ+ regarding the climates of their SBAE programs. Responses to the What's Happening in This Class? instrument were analyzed using descriptive statistics. ANOVA found statistically significant differences depending on participants' characteristics. Interviews were conducted based on participants' typologies. Findings revealed that experiences with other students and teachers impacted participants' perceptions, which were often positive. Although the construct equity scored positively, interviews surfaced cases of inequity. Better approaches to teacher preparation and inservice programming are needed. Additional research should explore perceptions of non-LGBTQ+ SBAE alumni to compare the groups' views.

ABSTRACT. Many teachers are ill-prepared to support LGBTQ+ students. School-Based Agricultural Education (SBAE) is often perceived as not inclusive of these youth. Therefore, we explored perceptions of SBAE alumni who identified as LGBTQ+ regarding their SBAE programs' climates. Responses to the What's Happening in This Class? instrument were analyzed. ANOVA found statistically significant differences depending on participants' characteristics. We conducted interviews based on participants' typology membership. Results revealed that interactions with the curriculum and views on program structure impacted participants' mostly positive perceptions. Investigation was rated the lowest construct; interviews found a focus on FFA rather than agricultural content. Improvements to teacher preparation and inservice programming are needed. Future research should examine perceptions of non-LGBTQ+ SBAE alumni to compare their views.

ABSTRACT. Online tools and analytics inform current college recruitment strategies. With an awareness of current literature on the barriers and influencers of high school students pursuing postsecondary education, this three-year, three-part study captures the voices of rural and indigenous students of Northern Wisconsin. The misunderstandings colleges have for the rural and indigenous student populations can be partly attributed to the need for more attention these regions receive. This study touches on the diversity of these populations and regions and the complex perspectives and cultural influences that can help develop better recruitment strategies. This study also revealed a need for more understanding of the relevance and role of Career and Technical Education and its impact on academic and career planning.

ABSTRACT. School Based Agricultural Education (SBAE) teachers have the potential to train the much-needed welders of tomorrow. Due to minimal available coursework, teachers are not acquiring skills needed to successfully teach agricultural mechanics. The purpose of this study was to examine whether using a VR welding trainer increases welding self-efficacy in preservice SBAE teachers at [University]. Eight students participated in a pre-treatment survey, a two-hour practice session, and a post-treatment survey. Results showed a significant increase in self-efficacy. A positive correlation was also found between higher virtual welding scores and increased self-efficacy. Additionally, the effect size indicates VR welding scores impacted live welding ability. Participants reported a positive user experience and indicated they would use virtual welding trainers in the future.

ABSTRACT. Children today spend less time outdoors than previous generations, potentially affecting their environmental connection and overall well-being. While research supports the benefits of outdoor learning spaces (OLS), a gap exists in understanding how specifically designed OLS, incorporating both natural elements and planned activities, can foster deeper experiences compared to traditional school sites. This study explores how students engage with nature and learning during field trips to a designed OLS. Using a single-case study design, the research examines interactions and behaviors of students, teachers, and parents. Findings suggest the OLS design and curriculum fostered collaborative engagement with the natural world, a sense of place, and a cultivated environmental connection.

ABSTRACT. This study examines Digital Apprenticeship (DA) in advanced manufacturing and their integration with Online Experiential Learning (OEL) to address evolving workforce education needs. Utilizing the Delphi method, it explores current practices and forecasts the future of DAs, revealing benefits, challenges, and gaps between theory and practice. The research highlights the Titans of CNC Academy evidencing the substantial shift in manufacturing education towards an accessible, inclusive, and technology-driven model that mitigates barriers. This innovative model supports diverse learning needs, maintains hands-on learning, and demonstrates an impact on learners, practitioners, and the industry. Findings suggest that DAs offer a viable, scalable, cost-effective framework applicable across various fields, urging further exploration into their broader adoption and long-term impacts.

ABSTRACT. Effective teaching has been considered a multi-dimensional concept that is often hard to measure. Perhaps, this is because effective teachers are more than just content experts. They possess a blend of professional, interpersonal, and intrapersonal skills at the cornerstone of which is their professional dispositions. These attitudes, beliefs, and values guide teachers in applying their skills effectively and fostering positive student interactions, ultimately impacting student achievement. While teacher accreditation requires demonstrating these dispositions, current approaches in teacher preparation programs often lack specific guidance for purposeful growth from the teacher candidate, creating a struggle for teacher educators, as they must balance institutional reporting needs with the crucial task of developing dispositions for teacher candidates to be effective as they enter the teaching profession.

ABSTRACT. This study investigates administrators' perceptions of their CTE programs' ability to develop employability skills in students. A mixed methods design was employed using a quantitative survey instrument and one on one qualitative interviews. This abstract manuscript is a part of a larger dissertation study exploring the ability of CTE programs in [State] technology centers to develop employability skills in students to meet the needs of local communities.

ABSTRACT. Today's employers are often seeking candidates who have had work experience during their undergraduate education. Experiential education is most commonly the answer to this needed work experience prior to beginning one’s career. Experiential education, also referred to as work-integrated learning, can provide students with opportunities that will greatly impact their future careers and working lives. However, it is clear that not all students have equal access to experiential education opportunities. This qualitative multicase study research aims to identify the personal and institutional barriers to participation in experiential education that complicate the process or prohibit students from participating. This study will utilize focus groups of students and faculty/staff program administrators to identify challenges students face during experiential education participation.

ABSTRACT. This qualitative study explores the perceptions of Gen Z construction workers who left the industry for other careers. With a projected 40% workforce decline by 2031 from retirements alone, understanding why young people are not staying in construction is crucial. Despite efforts to promote skilled trades, the industry faces challenges attracting and retaining Gen Z. To understand why Gen Z workers leave construction, this descriptive phenomenological study investigated a purposive sample of young, former construction workers for rich descriptions of their lived experiences in that environment. Findings illuminate Gen Z's perceptions of construction workplace culture and their sense of belonging, offering insights to improve the industry's appeal to this generation by illuminating factors that potentially repel young talent.

ABSTRACT. This report provides an analysis of strategies aimed at reducing high school dropout rates in Texas. Specifically, it focuses on the role of Career and Technical Education (CTE) programs and family engagement. The report defines key terms according to the Texas Education Agency (TEA) and emphasizes comprehensive support systems involving families and communities. Methodologically, the study includes quantitative analysis of dropout rates and industry certifications among CTE concentrators. The research aims to demonstrate the impact of CTE programs on graduation rates, highlighting the critical role of family involvement and school-community partnerships in addressing Texas' challenges with high school dropout rates.

ABSTRACT. This study explores the role of mentorship in shaping credential and occupational decisions by postsecondary CTE students and entry-level young adults from historically marginalized populations. Following an ethnographic research design, researchers conducted face-to-face semi-structured interviews with participants from CTE-related industries, such as construction, manufacturing, early childcare education, and IT. The research examines the lived experience as told by participants of their credential and career navigation experiences. Specifically, this research drills into whether and how participant access to quality mentoring - formal or informal - impacted their credential-attainment and occupational-pathway goals and decisions. Initial findings highlight the influence formal and informal mentorship may have on young adults' ability to overcome barriers in credential completion and successful workforce entry.

ABSTRACT. Effective teaching has been considered a multi-dimensional, elusive concept, especially as we consider teacher effectiveness. A potential metric to overcome pitfalls of self-report data is the situational judgment test (SJT), which is a common method of selection within personnel psychology, organizational leadership, and applied psychology disciplines for job related metrics. This research aims to predict and evaluate CTE teachers' needs differently using job-specific scenarios as part of an SJT. The overarching objective was to outline SJT as a methodology for teacher development and evaluation within CTE, undergirded by human capital theory. Four overarching phases are common within SJT development, including scenario development, item development, response development, and validation. Therefore, this study outlines the systematic development and validation of SJTs.

ABSTRACT. Training and work experience are crucial for developing competencies and facilitating smooth school-to-work transitions. Internships offer valuable professional experience, allowing students to apply academic knowledge in real-world settings. They help students develop transferable skills that lead to successful labor market transitions, including shorter unemployment periods, better job matches, and increased wages. However, internships can be demanding and costly, raising debates about their potential exploitation of interns as inexpensive labor. Despite significant benefits, the impact of internships, particularly in the IT industry for high school students, remains underexplored. This study investigates high school students' IT internship experiences and career aspirations through goal-setting, journal writing, and interviews.

ABSTRACT. Limited research exists on how students make meaning of their experience in career and technical student organizations (CTSOs) specifically related to career self-efficacy. The purpose of this interpretive inquiry was to uncover perceptions of Iowa Business Professionals of America high school alumni through the lens of the self-efficacy sources of influence in relation to career self-efficacy development. The research findings revealed several key themes: confidence and accomplishment, career and college preparedness, meaningful relationships, and emotional maturity. Overall, BPA emerges as a transformative platform that equips individuals with confidence, skills, and clarity about their career trajectories, emphasizing the importance of inclusive environments and diverse experiences within the organization.

ABSTRACT. The purpose of this study was to determine what factors may affect FCS teachers' level of self-efficacy in teaching STEM. Results were analyzed using descriptive statistics and regression analysis. The first research question explored the level of self-efficacy of FCS teachers regarding teaching STEM concepts. The second research question explored how each of the teacher demographic variables respectively predict the level of self-efficacy of FCS teachers when teaching STEM concepts. Overall, FCS teachers scored highest in 21st century learning attitudes and lowest in STEM instruction. Results indicated the independent variable, number of STEM courses taken, was a significant predictor of 21st century learning attitudes (b = .02, SE = .01, p = .019).

ABSTRACT. While states' legislatures are appropriating funds to support alternative routes for teacher education and new teachers to join the teaching profession this study explored the perceptions of thirty-eight novice Career & Technical Education (CTE) teachers who enrolled at a midwestern research university alternative CTE teacher licensure program concerning teacher evaluations in their initial years of teaching to gain a deeper practical understanding of their experiences and perspectives. Ten major themes and three sub-themes per major theme emerged from the data analyses to form the root of the DEEPS framework that we coined, which stands for the Development, Evaluation, Engagement, Partnerships, and Skills. The novice CTE teachers expressed a need for more tailored and personalized evaluation tools that recognize the specialized nature of CTE teaching. Additionally, novice CTE teachers identified the need for enhanced professional development opportunities and reflection time that address both teaching methodologies and the nuances of teacher evaluations. The findings of this study provide evidence for policymakers, administrators, and educators who are likely to make significant decisions for teacher preparation programs to re-evaluate the current teacher assessment methods to ensure that they are more aligned with the realities of CTE instruction for novice teachers in the field.

ABSTRACT. Vocational education and training (VET) teachers contribute to the growth and development of a country's future workforce, as they bridge the gap between formal schooling and the workplace. Their training is critical, since their pedagogical knowledge and technical expertise can result in students prepared to enter their chosen field of employment. Through case studies analyzing qualitative data on 1) program entry requirements, 2) curricular and course components, 3) implementation of practical elements in the training and 4) definitions of formal qualifications, the researchers identify joint key elements in VET teacher training programs in the U.S. and Norway. The discussion highlights how quality VET teacher training programs play a pivotal role in bridging between the practical elements in vocational education and professional futures as teachers.

ABSTRACT. The purpose of this study was to determine if the Academy is influencing its participants toward a career as an SBAE teacher. Participants were satisfied with the academy overall; however, highest levels of satisfaction were found in the production agriculture tours, skill-based instruction, and the overall experience categories. Participants indicated a significant difference in their intent to major in agricultural education after completing the Academy. Similarly, participants indicated a significant difference in their intent to teach agricultural education after completing the Academy. Recommendations for implementing similar activities include opportunities for students to "try-on" the practice of teaching agricultural education, build relationships with fellow SBAE teachers and stakeholders, and expose agricultural practices in both rural and more urban settings.

ABSTRACT. In 2021, Maryland's legislators approved the Blueprint for Maryland’s Future, a major investment in K-12 education that mandates career counseling access for all middle and high school students (MSDE, 2024). This requirement has led to efforts to train educators to assume career coaching roles. This study explores the background, preparation, and self-efficacy of career coaches in Maryland. Using surveys, it analyzes demographic data, education backgrounds, and career counseling self-efficacy using the CCSES-Modified and SCSE-Subscale instruments. Correlational analyses examine associations between preparation experiences and self-efficacy levels. Findings will inform recommendations for professional development in career counseling for educators, aiming to enhance career readiness support in Maryland's public school systems.

ABSTRACT. In order to address the growing changes in school diversity and the monolithic culture of teachers, researchers have called for more pedagogies that address the pluralistic identities of students. While culturally relevant pedagogy has been studied in core academic areas for decades, school-based agricultural education has been significantly behind within critical pedagogy. This study aimed to determine [State] agricultural education views towards dispositions of culturally responsive pedagogy. Results indicated that these teachers value the community that diversity brings to their classrooms and how it benefits the overall classroom community. For MWDS, three of the four items showed a need for professional development, meaning teachers felt the items were essential to their jobs, but they also had a low level of knowledge. While objective one demonstrated that participants valued student differences and their communities, objective two illuminated agricultural education teachers' need professional development in using the community as a resource for instruction and using students' cultural identities to inform teaching practices.

ABSTRACT. This brainstorming session looks to initiate discussion regarding the creation of a new research agenda for ACTER.  

ABSTRACT. This study investigates the adoption of pre-apprenticeship and apprenticeship programs in community colleges as innovative practices, comparing them to similar private sector strategies. It examines whether educational strategies involving direct industry collaboration and structured on-the-job training reflect the innovation processes seen in businesses. By analyzing the integration of these programs in community colleges, the study aims to expand innovation literature to include educational institutions, particularly in career and technical education. This exploration provides insights to enhance the implementation and advancement of these workforce development strategies in community colleges, potentially transforming educational practices and outcomes.

ABSTRACT. This study explores the landscape of a state's Certified Career Pathways (CCPs), focusing on participation, impacts, and labor market alignment from 2016 to 2022. Career pathways provide a structured route from education to employment, tailored to meet regional economic needs. The analysis includes demographic profiles, participation trends, completion rates, and alignment with workforce demands. This study revealed varied participation across clusters and demographics, with notable in healthcare and transportation sectors. The findings emphasize the importance of continuous alignment between education programs and labor market needs, suggesting targeted strategies to address disparities and enhance the effectiveness of career pathways for diverse populations. A result of this project was identifying the need to intentionally collect data needed to further develop and improve these types of programs.

ABSTRACT. To fully engage with Industry 4.0, addressing skill gaps in manufacturing is crucial as roles evolve from manual to specialized tasks. It is vital for organizations to update their HR strategies to enhance employee contributions and competitiveness. Currently, the demographic makeup of manufacturing is predominantly White, at 80%, which does not reflect the broader workforce diversity. This research identifies effective HR strategies used by Small Business Manufacturers in North Carolina to recruit and retain a diverse workforce. The study uses semi-structured interviews and observational notes to explore strategic, tactical, and operational HR practices that include community involvement, equal training opportunities, and fostering open communication.

ABSTRACT. This study investigated effects of vocational skills variables on employability and livelihood among youths in Ogun. Descriptive survey was adopted for the study. Multistage sampling technique was used to select 125 youths from three Local Government Areas in Ogun East senatorial district in Ogun. A well-structured questionnaire was constructed to obtain information on sex, age, parent's involvement in vocational skills, possession of pre-school vocational experience, physical challenges' presence, motivation for vocational training, and confidence level during vocational training. The findings revealed that parental involvement in vocational skills, motivation for vocational training, and confidence during vocational training, sex, and physical challenges' presence had effects on employability and livelihoods. It concluded that youths should engage themselves in productive activities towards better employability.

ABSTRACT. Employability skills are continually changing, and the workforce provides the transparency needed for the success of business employment. Workplace readiness skills and human capital theory form the backbone for organizational success and sustainability. This study examined employers' perceptions of workplace readiness skills at the expected proficiency level of an entry-level employee, the average level of skill for an entry-level employee, and the level of importance of the skill to their industry. The [State] Workplace Readiness Skills have impacted employers and prepared students for the workplace. The results indicated that the workplace readiness skills mentioned in the literature align with the required workplace readiness skills taught in all CTE courses in [State].

ABSTRACT. This research evaluates Career and Technical Education (CTE) graduates' perceptions of their preparedness in several critical areas: subject matter curriculum, participation in career and technical student organizations (CTSOs), access to facilities and technology, and work-based learning opportunities. Additionally, it examines how the development of employability skills influences career advancement and success in postsecondary education, aligning with the Employability Skills Framework (ESF) established by the U.S. Department of Education.

ABSTRACT. In contrast to a wealth of research proving education level or skill mismatch in labor market outcomes, less emphasis has been dedicated to field-of-study mismatch and its consequences. This study aimed to answer the following research questions: Are workers' wage penalties linked to field-of-study mismatches? If so, what kind of workplace learning is effective in mitigating this effect? We investigated evidence from the manufacturing sector, which has been struggling with a labor mismatch, high turnover rates, and job vacancies. Our study, using the Program for the International Assessment of Adult Competencies (PIAAC), contributes to our existing understanding of how to mitigate the wage penalties caused by the field-of-study mismatch.

ABSTRACT. Workforce Education Centers (RBZs) in the German State of Schleswig-Holstein were created to improve career and technical education, help students move between different schools, and attract business and industry. This research looked at the operation of a relatively new RBZ that was created by joining two different vocational school locations. The focus was to determine how decisions are made when there are two different organizational cultures and decision processes. Using decision theory as a framework, the research determined that three major decision heuristics were used by the center's department chair based on which kinds of decisions needed to be made. Decisions were outcome oriented to avoid strife and argument and to ensure the effective functioning of the center.