ABSTRACT. We conducted a secondary analysis of existing Minnesota teacher licensing agency and Minnesota education agency data using the Knowledge Discovery in Databases framework. Our objectives were to establish statewide baseline data, describe teacher demographics, and examine trends within these data points to predict possible opportunities and challenges. Drawing on teacher licensure files, district-reported teaching assignments, and Perkins data submissions, we integrated previously separate datasets into a comprehensive, first-of-its-kind snapshot of Minnesota’s CTE teaching workforce. While primarily descriptive, we found disparities in who enters and remains in the CTE teaching profession, with BIPOC teachers disproportionately represented among those holding temporary licenses. Additionally, inconsistencies in statewide CTE data resulted in unrealized reimbursements of more than $1.6 million in local CTE funding.

ABSTRACT. In this study we examined the perceived problems of beginning Minnesota Career and Technical Education (CTE) teachers using Ecological Systems Theory (Bronfenbrenner, 1979) as a guiding framework. Focusing on three nested systems—the individual teacher, the microsystem of the school environment, and the mesosystem representing a statewide CTE teacher induction program—we analyzed responses from 301 early-career teachers using both paired and independent samples t-tests. We found significant improvements over time in areas such as classroom planning and relationships with parents. However, persistent or worsening challenges emerged in motivating students, managing heavy teaching loads, and supporting learning for all students. We recommend our program increase its targeted support related to instructional differentiation, student engagement, and workload management.

ABSTRACT. This paper explores the documented professional development (PD) needs of postsecondary Career and Technical Education (CTE) faculty and identifies key thematic priorities to inform future research among Oregon's 17 public community colleges. Drawing upon national and regional research studies, practitioner-focused evaluations, and conceptual literature, this synthesis focuses on teaching readiness, pedagogical transformation, and workforce-aligned educator preparation. Through the lens of Borich's (1980) Needs Assessment Model, adult learning theory, and transformational learning, the study offers a research-grounded rationale for building faculty development systems tailored to Idaho's CTE landscape.

ABSTRACT. This study presented a comprehensive, cost-effective method to fulfill the Perkins V Comprehensive Local Needs Assessment (CLNA) requirement in rural school districts. Focused on the A-B School District (ABSD) in Idaho, the research employed a mixed-methods Asset Inventory approach, integrating document analysis with interviews from local stakeholders. This paper expanded on earlier findings by contextualizing federal and state CTE policy, rural economic dynamics, and education funding mechanisms. Additionally, it provides a replicable model for similar districts nationwide.

ABSTRACT. Career and Technical Education (CTE) is vital to preparing students for high-demand careers, yet teacher retention remains a critical challenge. This engaging session examines the complex factors driving attrition among CTE educators especially those transitioning from industry without formal training. Participants will explore cutting-edge research and real-world strategies addressing job satisfaction, administrative support, school climate, and work-life balance. With a focus on practical, career-stage-specific solutions, the session highlights successful collaborations between schools, preparation programs, and workforce partners. Attendees will leave inspired and equipped with actionable practices to strengthen CTE teacher support systems and ensure a thriving, future-ready CTE workforce.

ABSTRACT. Critical attention to teacher retention is needed to sustain and build a strong teacher workforce. This study aims to determine SBAE teachers’ intentions remain in the profession The study was undergirded by the theory of planned behavior, the teacher human capital framework, and a conceptual framework for teacher professional development. A nationwide census approach of SBAE teachers was employed to reach the target population. Responses were received from 973 individuals in 47 states. Findings revealed many teachers in this study are looking to stay in the profession for the rest of their career. However, findings from teachers who do not have intentions to stay reveal strong emotions reflecting frustration with financial compensation, professional support, student motivation, and emotional well-being.

ABSTRACT. This study aimed to explore and share the personal narratives of early career school-based agricultural education (SBAE) teachers regarding their experiences with English Language Learner (ELL) students, focusing on both challenges and benefits. A lack of research on SBAE teachers' interactions with ELLs in agricultural education, coupled with the rising ELL population nationwide, motivated this study. It sought to offer valuable insights and recommendations to support SBAE teachers and enhance educational outcomes for ELLs. The findings revealed several key themes, resulting in recommendations for research and practice. These include improving teacher preparation and professional development, fostering culturally responsive teaching, creating supportive networks and resources, and empowering SBAE teachers to advocate for their students and programs.

ABSTRACT. This study investigates instructors’ 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. This mixed methods study examined how collegiate esports participation develops career-ready skills among Generation Z students. Survey data from 84 participants and interviews with 12 students showed growth in communication, teamwork, leadership, problem-solving, and adaptability. Situated Learning Theory guided the analysis by positioning esports teams as communities of practice where students learn through authentic, high-pressure collaboration. Findings aligned with Career and Technical Education (CTE) frameworks, including the Advance CTE Career Ready Practices and Workplace Readiness Skills. Results suggest that structured esports programs can serve as meaningful experiential learning models that support soft-skill development in higher education and may help address workforce readiness gaps in non-traditional learning environments.

ABSTRACT. The retention of postsecondary Career and Technical Education (CTE) faculty is vital for ensuring the success of workforce development programs in community colleges. This study employs Q methodology to analyze the perspectives of CTE faculty on job satisfaction and retention. Grounded in Herzberg’s Two-Factor Theory and Job Embeddedness Theory, the findings highlight distinct factors influencing faculty retention. The study provides actionable insights for administrators to enhance faculty engagement, improve retention rates, and strengthen institutional effectiveness.

ABSTRACT. Career and Technical Education (CTE) professionals depend on national datasets to inform workforce development, teacher preparation, and policy decisions. Yet many of these datasets, like the long-running National Supply and Demand study in agricultural education, suffer from incomplete reporting and missing data, limiting their utility and accuracy. This symposium explores how data gaps impact trend analysis and decision-making, with a focus on practical, ethical approaches to address them. Participants will examine interpolation techniques used to estimate missing values and discuss when and whether such methods are appropriate. The session invites a broader conversation on how incomplete data affects CTE fields and provides tools for navigating these challenges in responsible, replicable ways.

ABSTRACT. Engineering students at community colleges often struggle with academic and social adjustments during the transition to four-year colleges. This study evaluates the Growth Sector Summer Bridge program; a national initiative aimed at improving transfer outcomes for STEM students. Grounded in Tinto’s Student Integration, the study uses pre- and post-survey data to examine shifts in students’ sense of belonging, satisfaction, and readiness for engineering pathways. Preliminary findings suggest the program fosters increased confidence, peer support, and clarity about career goals. These insights inform future program improvements and contribute to broader efforts to design effective interventions that support students in STEM transfer pipelines.

ABSTRACT. This roundtable presentation explores how equity and access are represented in state-level definitions of “high-quality” postsecondary Career and Technical Education (CTE) programs under Perkins V. Guided by the Access and Equity element of the ACTE High-Quality CTE Program of Study Framework, the study uses qualitative content analysis to examine 2024–2027 Perkins V state plans. Specifically, it identifies how frequently and substantively these plans address special populations and equity-related outcomes. Preliminary findings from 18 state plans reveal significant variability in attention to equity, with few states explicitly linking access efforts to high-quality program criteria.

ABSTRACT. This study utilizes Geographic Information Systems (GIS) to investigate spatial mismatches between where students reside and the distance they must travel to access credential-granting vocational programs that support long-term financial independence. It also gathers qualitative data through interviews and focus groups with students, graduates, educators, and employers involved in successful Career and Technical Education (CTE) programs. By combining spatial analysis with narrative inquiry, the study explores attributes that strengthen education-to-employment pathways. It identifies structural and programmatic features—such as employer engagement, credential quality, and accessibility—that contribute to upward socioeconomic mobility. Findings will inform the design of future CTE and non-CTE programs for school leaders, workforce planners, and policymakers aiming to improve employment outcomes for students.

ABSTRACT. This research paper explores the dynamics of faculty support within postsecondary vocational nursing programs, framed through the lens of personal experience and the evolution of vocational education. Highlighting the historical context of vocational training from the Vocational Education Act of 1963 to the Strengthening Career and Technical Education for 21st Century Act (Perkins V), the paper examines the shift in focus towards inclusivity for marginalized student populations. It addresses the challenges faced by students transitioning from legacy education system to proprietary postsecondary institutions, particularly those affected by "dumping" practices based on race, class, and disability. Through an analysis of existing literature and firsthand insights, the importance of holistic support for enhancing student success in career and technical education.

ABSTRACT. This study examines the nonlinear and often serendipitous leadership trajectories of women in Career and Technical Education (CTE), exploring how intersectional identities shape their career decisions, leadership emergence, and persistence. Drawing on phenomenological interviews with women leaders and surveys of students in workforce development programs, the study reveals core themes such as reluctant but purposeful leadership, the influence of mentorship, and systemic barriers, including pay inequity and institutional undervaluing of CTE. Initial findings point to critical gaps in leadership development and representation. The goal is to construct a leadership framework grounded in lived experience that advances gender equity, expands leadership capacity, and informs institutional strategies in CTE settings.

ABSTRACT. This study examines the impact of a national fellowship program designed to strengthen the professional development, research identity, and scholarly networks of emerging postsecondary Career and Technical Education (CTE) researchers. Wenger’s (1998) Community of Practice framework serves as the foundation for the research. It explores how structured mentorship, collaborative learning, and peer engagement contribute to research capacity-building in a historically underfunded field. Using a multi-case study approach, eight in-depth interviews were analyzed through iterative coding to identify key themes. Preliminary findings highlight the critical role of networking opportunities in supporting early-career researchers. Insights from this study aim to inform future fellowships and field-wide strategies for cultivating a more connected, confident, and methodologically rigorous CTE research community.

ABSTRACT. This is a period of considerable change within the CTE world in Washington between legislative reforms, varying district and community environments, and 49% of Washington jobs projected to require skills training. To explore the current CTE landscape, this study conducts 30 interviews with CTE instructors about (1) their CTE journey, (2) what is going well and what could go better in their classroom, (3) the state of CTE programming in their school and district, (4) continuing impacts of COVID-19 on students and teaching, and (5) student workforce readiness. Findings included the sentiment from CTE instructors that building relationships with students is one of their most important skills and that COVID-19 mental health and motivation impacts are still affecting their students.

ABSTRACT. This study identifies key leadership competencies for in-service Career and Technical Education (CTE) teachers using a Competency-Based Teacher Education (CBTE) framework. Teachers rated 35 competencies. such as communication, strategic thinking, and technology use, on a five-point scale. Findings highlight the need for targeted professional development in areas like data-driven decision-making, culturally responsive teaching, and technology integration. Recommendations include mentorship, peer collaboration, and tailored training resources. By aligning leadership development with workforce needs, the study supports improved teacher effectiveness and promotes equity in CTE programs. The research offers actionable insights for refining CBTE models and contributes to educational leadership literature by emphasizing a data-informed, competency-based approach to teacher preparation.

ABSTRACT. This study examines how teacher- and school-level characteristics influence the risks of leaving the schools where beginning Career and Technical Education (CTE) teachers were initially hired in Pennsylvania. Using administrative data on 2,595 beginning CTE teachers, we employed survival analysis to identify factors associated with early attrition from the schools where they began their careers. Findings reveal that Black teachers, those with lower levels of education, and part-time teachers were more likely to leave their initial schools compared to their counterparts. Additionally, teachers employed in Career and Technical Centers (CTCs) faced a higher risk of exiting than those in comprehensive high schools. These results highlight the importance of targeted interventions and school-level supports to improve retention among beginning CTE teachers.

ABSTRACT. This is a report of preliminary findings from a Development and Innovation study designed to explore a model for enhancing the instructional leadership skills of shared-time technology center directors in the United States. A three-phase, iterative approach to curriculum and pedagogic design was tested. Preliminary findings from the second phase are reported here.

ABSTRACT. Research can often be disconnected from practice, with researchers writing for other researchers, without necessarily prioritizing generating impact in the communities we research. One model that has seen growing popularity in recent years is the Research Practice Partnership model, in which researchers work hand-in-hand with the community they study, developing a strong relationship that is focused on delivering explicit value to that community through long-lasting relationships.

ABSTRACT. The classification of middle school students varies from state to state and district to district. Supervised agricultural experiences (SAEs) serve as a real-world application of school-based agricultural education (SBAE) classroom content based on experiential learning as a foundation. This non-experimental, survey-research study aimed to determine the current implementation of SAEs and the corresponding barriers within middle grades SBAE programs. The study revealed that teachers generally agree on the importance of integrating SAEs into their programs. Teachers expressed a strong desire to integrate SAEs more comprehensively. SBAE teachers should continue to implement and develop initiatives that focus on stimulating student interest in agriculture. SBAE teacher preparation faculty and professional educator organizations should consider professional development opportunities focused on best practices.

ABSTRACT. Neoliberal ideology reconfigures public education as workforce preparation rather than democratic citizenship development. This qualitative study examines Critical CTE—integrating constructivist learning and critical pedagogy—in a building and construction pathway serving predominantly Latinx and special education students. Twenty-two students engaged in community-based design projects, investigated environmental justice issues in the built environment, and participated in dialogues with activists and researchers. Survey data revealed 77% rated their experience as excellent, with students demonstrating heightened engagement, intrinsic motivation, and raised critical consciousness. Findings suggest Critical CTE cultivates transformative solidarity that disrupts neoliberal human capital logic while preparing students for technical careers and democratic participation.

ABSTRACT. The purpose of this study was to determine whether industry recognized credentials (IRCs) earned in secondary school led to quality employment and which IRCs should be integrated into career and technical education (CTE) high school courses. Using survey data from business leaders across the 14 nationally recognized Career Clusters (Advance CTE, 2024a), credentials were ranked by importance within five program areas (n = 257). Pareto analysis revealed 80% of respondents rated health sciences, family and consumer sciences, and agricultural sciences credentials highest, while business/marketing and skilled/technical sciences/STEM credentials did not rank in the top 20%. This research provides empirical evidence for prioritizing specific IRCs in secondary CTE programs that lead to higher quality jobs and higher pay.

ABSTRACT. In response to 21st-century educational challenges, this study examines the prevalence and application of three global learning assessment tools—the Global Perspectives Inventory, Global Citizenship Inventory, and Intercultural Development Inventory—within agricultural teacher education research published from 2020 to present. Content analysis of articles from key agricultural education disciplinary journals explores how global learning is assessed. Findings reveal limited use of standardized tools post-pandemic, with qualitative methods remaining prevalent. The study recommends expanding research to include career and technical education and broader education journals, while also calling for increased professional development to support researchers in adopting mixed methods approaches and selecting appropriate tools to evaluate global learning outcomes in agricultural education.

ABSTRACT. This qualitative multi-case study explored the perceptions of teachers, students, and administrators regarding the Curriculum for Agricultural Science Education (CASE) and its effectiveness in integrating science into school-based agricultural education (SBAE). Guided by Dunkin and Biddle’s (1974) Model of Teaching and Learning, researchers examined how CASE influences engagement, science learning, and classroom implementation. Data were collected through interviews, focus groups, and classroom observations across three [State] schools. Findings revealed that CASE supports interdisciplinary learning and STEM engagement, though challenges included student disengagement with dense instructional materials and the need for localized adaptation. Recommendations include improving accessibility of CASE content, strengthening community relevance, and supporting ongoing professional development for CASE-certified educators.

ABSTRACT. The SAE for All philosophy was adopted in 2015 as an initiative of The Council to review and revise SAE to better align with the needs of current SBAE students. Framed by the diffusion of innovations theory, this study utilized a Qualtrics questionnaire sent to all SBAE teachers in 32 states, returning 505 usable responses. Almost half of participants were using SAE for All. Participants indicated high relative advantage and compatibility as perceived attributes but identified the model as complex to implement. Participants identified state-level professional development, SAE for All website and guides, and other teachers as their main sources of information regarding SAE for All. Recommendations for practice and to strengthen the adoption of SAE for All are provided.