ABSTRACT. As our society continues to become increasingly interested in the value that education offers to students, educators, communities, and other stakeholders, it is important that researchers are equipped with methods that enable our ability to contribute to active and on-going policy discussions. Difference-in-difference design is a common method utilized to recover the causal effect of policy changes in fields such as education. As a method, this approach enables researchers to exploit natural events such as a policy change and identify the average treatment effect this change has on institutions, students, families, communities and etc. by comparing the affected group to an unaffected comparison group over several years. This session will introduce this family of quantitative methods, review when it is appropriate method for use, and lead participants through a learning lab that practices this method. Participants are encouraged to download R (the free, public statistical software) so they can participate during this session in a learning lab applying session content. Participants are not expected to need prior knowledge of this method or training beyond basic quantitative methods during graduate-level training to participate fully in this training.

ABSTRACT. This study aimed to identify the professional development (PD) needs of Illinois FCS teachers. A Qualtrics survey was completed by 45 participants (42%) during the 2024-25 academic year. Results showed a preference for in-person over online PD, with top needs being 1) updating curriculum, 2) lab/culinary management, and 3) AI use in the classroom. Key motivators for PD attendance included relevant topics, location, and practical application, while time and money were major barriers. These insights can inform the design of PD offerings that align with FCS teachers' needs to increase participation and impact.

ABSTRACT. This study explores how Finland’s student-centered education practices—emphasizing play, inquiry, collaboration, and critical thinking—could inform U.S. Career and Technical Education (CTE). While many Finnish strategies already align with CTE instruction, U.S. programs remain constrained by standardized testing requirements under Perkins V. Using a qualitative case study approach, data were collected through field observations, interviews, and policy analysis in Spring 2025. Guided by comparative education, the research examines which Finnish practices could be adapted to enhance U.S. CTE. Although full analysis is pending, preliminary insights suggest alternative models of assessment and instruction may better prepare students for the evolving workforce. This study aims to inform future directions for CTE in a global economy.

ABSTRACT. A persistent challenge in education and workforce development is the widespread gap in employability skills, often called soft, durable, or career readiness skills. While employers consistently identify these competencies as essential, there is no universally accepted framework or reliable method for defining, teaching, or assessing them. Many of these skills fall within the affective domain, including attitudes, values, and emotional responses, which are inherently difficult to measure. This fragmentation complicates instruction and limits alignment with labor market expectations. Career and Technical Education (CTE) educators, in particular, face challenges evaluating these competencies without valid tools or clear guidance. This integrative literature review explores how employability skills are defined, categorized, assessed, and developed across education, workforce, and industry contexts.

ABSTRACT. Generative AI continues to evolve rapidly, raising opportunities and concerns related to ethical use, security, and implementation in education. Reports of how educators are using Generative AI to support their preparation and with students are growing (Jeong et al., 2023; Zhang et al., 2023). This two-year longitudinal study investigates changes in familiarity, perceptions, and use of Generative AI among current and future career and technical education (CTE) educators at a mid-western university. Qualtrics surveys were administered in April 2024 and April 2025. Results show a modest increase in self-reported knowledge of Generative AI tools and uses for those currently employed in education. Notably, ChatGPT remains the most frequently used tool, MagicSchool.ai the most used education specific tool.

ABSTRACT. Student teaching is often the culminating opportunity for pre-service teachers preparing to enter the teaching profession, as student teachers experience a variety of feelings, from joy and excitement to fear and guilt (Caruso, 1997) throughout their experience. This study was grounded within the premise that pre-service teachers “learn” actively through meaningful experiences during their student teaching semester (Fosnot, 1996; Schuman, 1996). This mixed methods study employed quantitative and qualitative data collection techniques (Privitera, 2017) to explore the impact of the student teaching experience on pre-service teachers (N = 28).A great amount of effort was placed across the fifteen weeks on classroom participation, dedicating substantial time to preparing for and teaching class.

ABSTRACT. Rural students face significant barriers to Career and Technical Education (CTE) enrollment despite strong alignment with local workforce needs. This practitioner-based research examined targeted community-based outreach strategies to increase rural CTE enrollment. Using Social Capital Theory and Theory of Planned Behavior frameworks, the mixed-methods intervention included monthly community information sessions, community college partnerships, and a specialized MOOC. Initial data analysis shows promising results with increased enrollment interest, particularly among first-generation college students, and MOOC completion rates exceeding typical benchmarks. Early findings suggest community-based outreach effectively reduces higher education stigma and provides crucial social support. Comprehensive results will be available by August 2025, with implications for developing replicable models addressing rural educational access barriers.

ABSTRACT. This study examined the self-efficacy of preservice agricultural education teachers at Fresno State University in teaching agricultural mechanics. Using a digital survey based on the Agricultural Mechanics Laboratory Needs Assessment, 24 student teachers rated their perceived training across key content areas. While participants felt moderately confident in safety and welding, they reported little to no training in construction, surveying, and technology. The findings highlight significant disparities in training quality and quantity, suggesting a need for greater consistency and emphasis in teacher preparation programs. Improving curriculum structure and access to hands-on experiences could enhance preservice teachers’ confidence and readiness. These insights can guide programs in aligning instruction with industry standards and better equipping future educators in agricultural mechanics.

ABSTRACT. This poster visually compares and contrasts tasks for both ASE Education Automobile MLR and MAST programs. It illustrates existing and more effective proposed pathway curriculum models, along with variations of pathways.

ABSTRACT. Transitions from high school to postsecondary education have stagnated in the 21st century. Although higher levels of education continue to be associated with increased labor market returns, a growing number of students are delaying enrollment. Using a national survey of young adults, this study explores how students' primary goals relate to their post-high school pathways (2-year, 4-year, work, etc.). We find that gaining new skills is the only aspiration associated with continued education after high school. This goal is most common among upper-class students, and those who participated in college-exploration activities suggesting that students who continue their education, establish early connections between skills and educational pathways. These findings suggest that early exposure to opportunities that emphasize skill development and how it connects to postsecondary education and high-school activities can increase students' likelihood of continuing their education.

ABSTRACT. This study explores how photographic ethnography can enrich professional development reflection in construction education. Reflection is a well-established practice in Career and Technical Education (CTE), but it is typically limited to text-based journals (Schön, 1983). By integrating photographs with weekly reflections, students can document skill development, teamwork, and community engagement in more vivid and authentic ways (Harper, 2002; Pink, 2013). The project follows an undergraduate construction management student completing a semester-long professional development requirement with a nonprofit housing organization. Data sources include weekly journals, photographs with captions, and professional development hour tracking. Findings highlight hands-on skill growth, leadership, professional identity formation, and civic service. Results suggest blended visual-written reflection offers a promising pathway for digital portfolios and employability.

ABSTRACT. Participating in CTE programs can increase earnings, enhance employment outcomes, lower dropout and absentee rates, and improve postsecondary success (Drage, 2009; Gottfried & Plasman, 2018). Satisfaction with CTE programs and earning industry recognized credentials significantly influence full-time employment outcomes for high school graduates. Results showed students who earned a credential as part of their CTE program were much more likely to work full-time in a field related to their CTE program within one year of graduating. This study will use human capital theory and will seek to answer the following questions: 1.What credentials are students earning? 2.Are students with each credential working in a related field after high school graduation? 3.Which credentials are linked to a higher salary after graduation?

ABSTRACT. This study examined the professional development (PD) needs of novice, alternatively certified Career and Technical Education (CTE) instructors in Florida’s technical colleges. Using an exploratory qualitative case study, semi-structured interviews captured instructors’ perceptions of preparation, PD opportunities, and challenges in transitioning to teaching. Findings showed most entered classrooms with little pedagogical training, relying on industry expertise while struggling with lesson planning, classroom management, and differentiated instruction. Existing PD was described as generic, disconnected from CTE, and overly focused on K–12 practices. Participants emphasized the importance of mentorship, collaboration, and CTE-specific, job-embedded training. The study concludes that competency-based PD tailored to CTE is needed to bridge industry expertise with effective pedagogy and improve student outcomes.

ABSTRACT. The career and technical education (CTE) curricula equip students with the necessary workforce skills, values, and attitudes needed to perform in ever-changing professional environments (Aguayo, 2022). It emphasizes on competency-based learning upon industry standards and performance outcomes (Rojewski & Hill, 2017). A curriculum development paradigm is defined as the conceptual approach and the overarching view that inform how a particular curriculum is designed, delivered, and evaluated (Kelly, 2009). It serves as the philosophical foundation for educational decision making, providing guidance in lesson choices and objectives, content, instruction, and assessment. This paper aimed to explore various CTE curriculum development frameworks/models and to understand philosophical paradigms underpinning their developmental processes.

ABSTRACT. Graduate students frequently struggle to balance coursework, professional responsibilities, and personal obligations. Dense readings, abstract theoretical frameworks, and the pace of graduate programs can contribute to cognitive overload and reduced confidence. The rise of artificial intelligence (AI) tools and particularly large language models offer new possibilities to support learning. While much research examines AI in teaching, less is known about students’ experiences using AI as a study partner. This self-study case explores the author's use of AI in a graduate Instructional Design and Technology (IDT) program. Guided by self-regulated learning data was collected across one semester. Findings show AI saved time, providing metacognitive scaffolding and increased engagement. Implications are discussed for students, faculty and designers integrating AI ethically into learning.