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WELCOME... I’d like to personally welcome each of you to the 48th Annual Career and Technical Research and Professional Development Conference. We have converged here in Tennessee with diverse backgrounds and unique experiences. While we have different worldviews, we almost certainly agree that CTE is in a rapidly changing environment. Increased globalization and technological innovation have redefined career readiness. We are requiring new knowledge and skills to prepare students for jobs that may not even exist today. Now more than ever, we need each other. We may be spread out across the country, but we’re all doing the same work and we share the same goals, merely in different CTE disciplines. We can learn from each other, and this conference is our opportunity to share. Better yet, this conference is our opportunity to reflect upon our own practice. These next few days are about educational research, professional development, and innovative practice. They are about learning from and with one another. They are about making informed decisions to transform CTE policy and practice based on cutting-edge research. They are about coming together, learning, making new friends and meeting new allies. The conference planning committee designed this conference to have a little something for everyone— whether you are a new student in the field or if you were a former student of Bill or Betty Camp. So dive into the sessions, take in the ideas shared during the research and poster presentations, roll up your sleeves at a symposium and don’t forget to save energy for a little Tennessee nightlife. We should each be proud of our CTE community and continue to create the future of CTE in the coming days. Better career and technical education starts here. All good things, Jennifer "Jeno" Rivera Research Conference Chair 2014 ACTE Research and Professional Development Conference

CTE RESEARCH AND PROFESSIONAL DEVELOPMENT CONFERENCE 1

Schedule at a Glance 2014 CTE Research and Professional Development Conference

Monday, November 17th Tuesday, November 18th Wednesday, November 19th 7:45 am OTT Business Meeting and

Continental Breakfast Location: Canal E

7:30 am ACTER On-Site Registration: Location: Canal Foyer

8:30 am Morning Chat with Grad Students Location: Bayou D

9:00 am ACTER Board Meeting Location: Bayou E

9:30- 11:00 am

Joint Session- IVETA & ACTER Location: Canal A&B

10:00 am OTT Board Meeting/JCTE Board Meeting Location: Bayou C

11:15 am Research Paper Session B-1 Location: Canal A&B

11:00 am Academy Board Meeting Location: Governor’s Ballroom B

11:15 am Research Paper Session B-2 Location: Canal D

12:00 am ACTER Luncheon and Awards Location: Canal E

11:15 am Symposium Session B Location: Canal C

(2-5) pm Poster Session Set-Up Location: Canal Foyer

12:30 pm Lunch (On Your Own)

2:15 pm Research Paper Session A-1 Location: Canal A&B

2:00 pm Research Session C Location: Canal C

2:15 pm Research Paper Session A-2 Location: Canal D

2:00 pm Symposium Session C Location: Canal D

2:15 pm Symposium Session A Location: Canal C

2:00 pm Symposium Session D Location: Canal A&B

3:30 pm Break Location: Canal Foyer

3:00 pm Break Location: Canal Foyer

5:00 pm CTER Journal Board Meeting Location: Bayou B

3:45 pm ACTER Business Meeting Location: Canal A&B

4:15 pm Award Presentation ACTER President’s Closing

Address Location: Canal A&B

5:00 pm Conference Planning Meeting Location: Bayou C

5:00 pm Poster Session and Reception Location: Canal Foyer

(IVETA Invited)

5:15 pm Academy Business Meeting Location: Canal A&B

Cancelled

2 CTE RESEARCH AND PROFESSIONAL DEVELOPMENT CONFERENCE

Detailed Schedule 2014 CTE Research and Professional Development Conference

MONDAY, NOVEMBER 17 5:00 – 7:00

pm CTER Journal Board Meeting Mark Threeton, Presiding Location: Bayou B

5:00 pm Conference Planning Meeting Howard Gordon, Presiding Location: Bayou C

TUESDAY, NOVEMBER 18 7:30 am ACTER On-‐Site Registration

Location: Canal Foyer 9:00 am ACTER Board Meeting

Location: Bayou E 10:00 am OTT Board Meeting/JCTE Board Meeting

Location: Bayou C 11:00 am Academy Board Meeting

Location: Governor’s Ballroom B 12:00 am ACTER Luncheon and Awards

Location: Canal E

Keynote Speaker-‐ Dr. Robert Kriebel

2:15 pm Research Paper Session A-‐1 Location: Canal A&B Chair-‐ David Yost Discussant-‐ John Gaal 2:15 -‐ Have We Found the Key to Beginning Teacher Retention? A Qualitative Study of the NAAE Award Program for Beginning Teachers Meghan M. Wood, NC State University

Abstract: This qualitative study utilized focus groups of secondary agriculture teachers who were participants of the NAAE Teacher Turn the Key (TTK) program to investigate program components in relation to the continuing problem of beginning teacher attrition. The study sought to determine if their experience in the program helped to meet their needs as a beginning agriculture teacher. Using the effective teaching and learning theory as well as the teacher performance-‐motivation theory, the researcher identified themes relating to the TTK program: relationships, recognition/credibility, motivation/support, and leadership development. Results indicate TTK provided professional support while


also giving them a sense of confidence needed as a beginning teacher. The study found the program offers a network to other agriculture teachers allowing them to build relationships and grow professionally in order to increase the likelihood of their continuing in the teaching profession.

2:40 -‐ College & Career Ready Mathematics James R. Stone II & Cara DiMattina, University of Louisville

Abstract: College and career ready has replaced college for all as the focus of high school reform efforts. While there is growing consensus on the importance of preparing youth to continue formal learning beyond high school and prepare to successfully transition into the workforce, there is disagreement on what college and career readiness means, especially as it relates to academic preparation in English language arts, science and especially mathematics. Most states have increased math graduation requirements on the assumption that 3 or even four years of math is necessary to prepare for college and the workplace. The study reported here examines this assumption by comparing benchmark scores ACT has determined are necessary for successful post high school transition to the courses where related math concepts are actually taught. This analysis shows the math skills necessary to meet the ACT benchmark score are found in middle school math, Algebra I and a few concepts from Geometry. A similar analysis of available employment tests for middle-‐skill, technical occupations shows that math skills requirements are higher than the ACT benchmark score but still found in the same courses. 3:05 –Teachers’ Perceptions of Common Core State Standards in Agricultural Education Kristin S. Stair, Louisiana State University Avery Culbertson, Oklahoma State University Wendy Warner, North Carolina State University

Abstract: Since the implementation of No Child Left Behind in 2002, national educational standards reform has supported the idea that improvements in education can result from rigorous standards that uniformly evaluate learning. However, educational assessment is under increased scrutiny and teachers, students, and educational policy makers struggle to balance curriculum reform. The purpose of this qualitative research study is to determine the perceptions of agricultural education teachers regarding implementing common core in their programs. Data was collected through five interviews conducted with agricultural education instructors adopting the common core curriculum within their New Mexico classrooms and was analyzed using the constant comparative method. Overall, teachers were positive about the implementation of Common Core State Standards in their programs however teachers acknowledged challenges to implementing these standards in their classrooms, including feeling of voicelessness and complacency. Teachers also expressed concern about a feeling of helplessness with the changing cycle of educational initiatives.


2:15 pm Research Paper Session A-‐2 Location: Canal D Chair-‐ Steve McCaskey Discussant-‐ In Heok Lee 2:15 -‐ Making Contact: Teaching Professional Networking Outside the Classroom Jeffery Kaufman, Marian University

Abstract: This pilot study implemented a method for teaching professional networking to Business Communication students by introducing them to data on new college graduate unemployment and underemployment, research on methods for filling open positions, and the concept of six degrees of separation. Additionally, where most examples of professional networking instruction in prior research took place exclusively in the classroom, this method required students to actually make and track contacts in their chosen professional fields. Student reactions were captured in reflection papers and an open response survey and analyzed qualitatively using coding and similarity comparison (Boeije, 2010). Responses were not overly surprising as students indicated learning about their career field, the importance of utilizing connections, challenges in networking, and the benefits that can come from networking. 2:40 -‐ Reducing Beginning Welders’ Anxiety by Integrating Virtual Reality Simulations Preston Byrd, Richard Stone. & Ryan Anderson, Iowa State University

Abstract: This study examined the use of virtual reality to reduce the anxiety of individuals in a welding training program. Byrd and Anderson (2012) posited that with the need for welders finding a more efficient way of training has become a necessity. With the multiple safety concerns related to the welding profession numerous triggers of anxiety are present. This study utilized the VRTEX® 360 virtual reality welding simulator to examine if virtual reality could reduce anxiety in welders. Several training programs were utilized that integrated the virtual reality welding simulator. Researchers recorded anxiety related measures by utilizing a BioHarness® data logger system. Participants were also video recorded during the completion of test welds to help aid in identifying triggers of anxiety during the welding process. It can be concluded that all participants experienced anxiety during the completion of test welds and it affected the ability to produce a passing weldment. 3:05 -‐ Expectations of Graduate Students Regarding Student-‐to-‐Student Interaction in Distance Education Classes Gary Moore, Wendy Warner, David Jones, North Carolina State University

Abstract: This research sought to determine if graduate students taking distance education classes desire student-‐to-‐student interaction. The literature suggests that student-‐to-‐student interaction is important in distance learning. However the source for


this recommendation appears to be based on research with face-‐to-‐face undergraduate classes from decades ago. Whether or not it is applicable to distance education graduate students in the 21st century is open to debate. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some students desire student-‐to-‐student interaction the majority of the respondents don’t particularly like or want student-‐to-‐student interaction. When various sub-‐groups of the population (disaggregated by gender, personality type, age, work status, and student status) were examined the results were the same. None of the sub-‐groups had overall positive expectations regarding student-‐to-‐student interaction in distance education classes.

2:15 pm Symposium Session A Location: Canal C Chair: Marybeth Morrison Educating Career and Technical Education Teachers: Building a Pathway to Success Matt Spindler, Virginia Tech Benjamin Ogwo & Eugenio Basualdo, SUNY Oswego

Abstract: The general objective of this symposium will be to collaborate with participants to compile information which can be utilized by practitioners and researchers to strengthen the capacity of CTE and CTE teachers to impact individual learners and the totality of the educational system. Symposium presenters will share information and guide activities in order to generate new ideas about: a) the identity of CTE in the 2lst-‐Century; b) recruiting future CTE teachers; c) improving quality assurance in CTE teaching; and d) supporting entry level and mid-‐career CTE teachers. Small group activities will be employed to generate and capture novel concepts and strategies which will be shared and summarized during the symposium. Following the symposium all information generated will be collected, distilled, and shared with CTE stakeholders.

3:45 pm ACTER Business Meeting Location: Canal A&B

5:00 pm Poster Session and Reception Location: Canal Foyer Academic Community Learning: A Contextual Teaching and Learning Strategy that Enhances Students’ Educational Experiences and Opportunities Elaine Adams, University of Georgia Career and Technical Education Teachers Engaged in Service-‐Learning: Influences, Tensions and Perspectives Janet Zaleski Burns, Georgia State University


Comparison of Teacher Competence in Agricultural Mechanics among Traditionally and Alternatively Certified Agricultural Education Teachers Jaclyn Tweeten, Preston Byrd, Ryan Anderson, Thomas Paulsen , Iowa State University Diffusion of the edTPA: What Information do Student Teachers Need? Amanda R. Lunsford, Wendy J. Warner, Travis D. Park, Joy M. Marshall , North Carolina State University The Effect of Integrating Math into the Career and Technical Education Classroom David M. Yost , West Virginia University Institute of Technology The Effects of Collectivistic Coping on Perceived Occupational Stress in Cross-‐cultural Studies: Implications for International Workforce Wenting Yang , University of Georgia From the Mouths of Mid-‐Career Educators: Obstacles, Activities and Professional Development Needs of NAAE XLR8 Institute Professional Development Program Applicants Scott Smalley, South Dakota State University Amy R. Smith, University of Minnesota Gender Influences in Agricultural Education Teachers Competence to Teach Electrical Skills Jaclyn Tweeten, Preston Byrd, Ryan Anderson, Thomas Paulsen, Iowa State University Listening to Collaborate: Professional Development for Postsecondary Agricultural Education and Training Instructors Teaching Technical Subjects in Nigeria Matt Spindler, Virginia Tech Benjamin Ogwo, SUNY Oswego National Agriscience Pre-‐service Teacher Program Participants’ Perceptions of Science Integration and Preparation in Agricultural Education Amy R. Smith, University of Minnesota Scott Smalley, South Dakota State University The Quantity of Agricultural Mechanics Preparation Received by Secondary Agricultural Educators at the University Level Taylorann Smith, Ryan Anderson, Thomas H. Paulsen, Iowa State University Pre-‐Collegiate Urban Teaching Academy Student Perspectives of Diversity Edward C. Fletcher, Shetay Ashford , University of South Florida The Relationship Between Competency and Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics Skills in Secondary Agricultural Mechanics Laboratories Elly Stremsterfer, OP McCubbins, Ryan Anderson, Thomas H. Paulsen, Iowa State University


Revisiting the Basics of Curriculum Integration in Career and Technical Education: A Review of Literature Kristin B. Pierce, Victor M. Hernandez, University of South Florida Self-‐Career Promotion Behaviors of Family and Consumer Science Teachers Sally E. Arnett-‐Hartwick, Patti Kozlowski , Illinois State University Strategies for Handling Missing Data with Maximum Likelihood Estimation in Career and Technical Education Research Xue Xing, University of Georgia The Transition Process for Persons with Autism in Career and Technical Education: Does It Really Happen? Marybeth Morrison, Debra Herman, Jennifer Nicholas, Pennsylvania State University

Use of Diagnostic Classification Models in Career and Technical Education Xue Xing , University of Georgia

TO RENEW PLEASE SEE:

Cynthia Pellock, ACTER

David Jones, OTT &

The Academy


WEDNESDAY, NOVEMBER 19TH 7:45 am OTT Business Meeting and Continental Breakfast

Location: Canal E

8:30 am Morning Chat with Grad Students Location: Bayou C Room Change to Bayou D

9:30-‐ 11:00 am

IVETA & ACTER Joint Session Location: Canal A&B

You Mean We have Common Goals?! IVETA and ACTER: Growing as Partners to Advance CTE Howard R.D. Gordon, ACTER President-‐Elect; Olga Oleynikova, IVETA President; Ken Potthoff, Career and Technical Education Consortium of States (CTECS); Leanne Skinner, ACTER Historian; Jennifer Rivera, ACTER Member

11:15 am Research Paper Session B-‐1 Location: Canal A&B Chair-‐ Travis Park Discussant-‐ John Cannon 11:15 -‐ How Does Participation in Middle School Technology Education and STEM-‐related Career and Technical Education (CTE) Courses Impact Student Achievement in Science, Mathematics, and Reading? E. Daniel Cox & Kristin B. Pierce, Volusia County Schools

Abstract: Since the 1990s, technology education programs have been well-‐suited for teaching students how to think critically and solve problems by incorporating content from other areas of curricula. Recent research focused on the integration of science, technology, engineering and mathematics (STEM) competencies has called attention to the effectiveness of such programs and how they prepare students to move into post-‐secondary STEM education and ultimately STEM careers. The purpose of this study was to determine if middle school students enrolled in technology education programs earned higher mean scores on standardized tests in the areas of science and mathematics. Results from independent-‐sample t-‐tests suggest that students enrolled in at least two semesters of career and technical education (CTE) coursework had significantly higher mean scores in both science and mathematics on their 8th grade state exams. Further, students who had a least one semester of technology education also demonstrated significantly higher mean scores.

11:40 -‐ Dexterity: An Indicator of Future Performance in Beginning Welders? Preston Byrd, Richard Stone. & Ryan Anderson, Iowa State University

Abstract: This study examined the use of dexterity to indicate future performance of beginning welders to select participants for welding training programs. The time required to train certified welders is one of the obstacles training programs face. Many


occupational fields have tried to predict a student’s future performance before admitting them into a training program by analyzing their dexterous ability. This study utilized the Complete Minnesota Dexterity Test (CMDT) to examine participants’ dexterity during a welding training program. At the end of the training program, participants performed tests welds that were overseen by a certified welding instructor (CWI) who visually inspected each weld. The data from the dexterity tests and the pass/fail rate of the test welds were analyzed using Predictive Analytics SoftWare (PASW) Statistics 18 software package. It can be concluded that dexterity can predict future performance of beginning welders completing basic SMAW welds.

12:05 -‐ Teachers’ Use of Test-‐Item Banks for Student Assessment in North Carolina Secondary Agricultural Education Programs Joy E. Morgan, Elizabeth B. Wilson, Jim L. Flowers, K.S.U. Jayaratne, & James R. Smith, North Carolina State University

Abstract: With current education reforms, teachers are feeling pressure to educate students who can successfully perform on standardized tests. Agriculture students in North Carolina must score a 77% on the CTE Post Assessment at the end of the course. To help prepare students, teachers have access to test item banks. A census study investigated the extent North Carolina agriculture teachers used test item bank questions on both formative and summative assessments, the internal and external motivations that influence test item bank usage, and their perceptions regarding the test item bank. Findings showed that test item bank questions are overly used on both formative and summative assessments. Both internal and external factors influenced teachers to use test item bank questions on assessments. Teachers overall have a positive viewpoint regarding the use of test item banks in the classroom setting; however, did not have a positive viewpoint of the CTE Post Assessment.

11:15 am Research Paper Session B-‐2 Location: Canal D Chair-‐ Matthew Spindler Discussant-‐ Johanna Lasonen 11:15 -‐ Analysis of CTE in Ukraine since the Soviet Era Richard Zinser, Western Michigan University Abstract: The former republics of the Soviet Union have experienced dramatic and abrupt changes since independence and have the unprecedented opportunity to redevelop their education systems. The purpose of this exploratory project was to understand how one country—Ukraine—is working through the process by focusing on its vocational education. The study employed a variant of the ethnography research method to determine the current status of CTE in Ukraine, how it has changed since independence, and to highlight some of the challenges to be overcome. Interviews and observations were conducted in 15 vocational schools throughout the country. The findings reveal an interesting evolution that combines elements from the soviet era while


preserving their unique heritage and integrating modern European practices. The study provides an analysis of a distinctive education system, and has implications for international collaboration with CTE teachers and teacher-‐educators.

11:40 -‐ Occupational Safety and Health in CTE: A View of Current Practices Julie D. Dainty, Pittsburg State University Abstract: The purpose of this study was to explore the distribution of practicing career and technical education (CTE) instructors utilizing occupational health and safety (OHS) instruction as a component of their curriculum and determine challenges to implementing an OHS program within a CTE setting. Findings reveal 74% (n=63) of the participants currently implement an OHS plan within their CTE program. Reports in the areas of management commitment, employee and student involvement, potential hazards, hazard prevention, and training personnel reveal items for further exploration. Participants in this study perceived lack of funding (M=2.89, SD=1.031) as the top obstacle in implementing an OHS plan. Findings may be useful in promoting enhanced occupational safety and health practices in CTE programs.

12:05 -‐ Signature Pedagogies of Faculty in Career and Technical Education Edward C. Fletcher Jr., Yenni Djajalaksana & James Eison, University of South Florida Abstract: The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty’s demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowledge acquisition activities; career and workforce education faculty are significantly more likely to infuse online activities in their courses; and business and/or marketing education faculty are significantly more likely to integrate research, group and discussion-‐based, knowledge acquisition, and online activities. Findings point to a need for faculty to continue considering alternatives pedagogies, which create more, engaged courses and maximize student learning.

11:15 am Symposium Session B Location: Canal C Chair: Cynthia Pellock Exploring Outside CTE for Research Methods from Multiple Disciplines: Professional Development of CTE Researchers James E. Bartlett, II, C. Keith Waugh, Jay Rowjeski, Michelle Bartlett, Shawn Russell, Lisa Thomson, Jennifer Pena, Chris Flowers


North Carolina State University & University of Georgia

Abstract: The field of career and technical education has often used vary similar methods to answer research questions and does not look outside of the discipline for other methodological approaches. This symposium will have a threefold purpose. First, it will identify methods being used in research outside of the field of career and technical education to solve problems that could be used in the context of career and technical education research. Second, it will describe the skills needed by researchers to conduct these methods when working in career and technical education. Finally, the session will develop research questions that these methods could be used to study. The session will end with a summarization of the audiences’ results and the next steps for the development of CTE researchers

12:30 pm Lunch (On Your Own)

2:00 pm Research Session C Location: Canal C Chair-‐ Adam Manley Discussant-‐ Rick Zinser 2:00 -‐ Integration of Technology in Community College Career and Technical Faculty Shawn M. Russell & James E. Bartlett, II, North Carolina State University

Abstract: The community college’s career and technical education (CTE) programs are charged with providing students with the necessary technical training that meet all of the demands of today’s technical workforce (Hollenbeck, 2011). Therefore, the faculty who teach these students need to be technically competent and have access to instructional technology resources in order to be successful (Purdue, 2012). The purpose of this study was to examine the faculty’s level of technology adoption/integration and related factors that can be used to predict their level of technology use in their teaching and learning process. The study was anchored in the theoretical frameworks of the TAM by Davis (1989) and the KRTIS by Kotrlik & Redmann (2005) for determining faculty technology use. The study identified factors that influence the faculty’s level of technology adoption/integration and recommends how to improve the technology use levels.

2:25 -‐ Communication, Collaboration, and Credibility: Empowering Marginalized Youth with 21st Century Skills Vera Jacobson-‐Lundeberg, California State University, East Bay

Abstract: This study examined students’ perceptions of how intentionally taught 21st century skills have transformed their lives. Personal Development Education (PDE) encompasses interpersonal and interaction skills that are required for students to function and succeed in global-‐oriented 21st century colleges and careers. This qualitative study focused on students’ perceptions of how PDE influenced their ability to


communicate more effectively and work collaboratively with a range of peers and others. The main findings from the study are that communication is the gateway skill to the rest of the 21st century skills, and participants perceive code-‐switching (the ability to change language depending on the audience) as an added-‐value skill for effective communication; participants appreciate the art of collaboration, recognize the challenges and successes inherent in people-‐management and interpersonal relationships, and believe their credibility is increased as an outcome of learning effective communication techniques. 2:50 -‐ Comparing Collaboration Research for Analyzing Community College and Industry Partnerships Cara DiMattina, University of Louisville

Abstract: One of the strategies increasingly being used to meet workforce needs are community college and industry partnerships. This strategy comes with challenges, because of the inputs required from both organizations to facilitate trust and communication. This paper examines some of the existing models and literature on collaboration. Using data collected from a successful community college and industry partnership, the themes in this case study are compared with themes in the review of literature to determine the alignment between data and the models. The intent of this paper is to determine if an existing model, framework, or other theory might be able to shed light on community college and industry partnerships, and if so, which will be most effective. The study found the Institutional Analysis and Development Framework and Austin’s Collaboration Continuum were most useful in describing and informing further research about collaboration between community colleges and industry. 3:15 -‐ Moving Beyond Science Integration: Exploring Interdisciplinary Collaboration in CTE Matt Spindler, Rebecca Landis, Amy Vu, & Althea Whitter-‐Cummings, Virginia Tech

Abstract: The integration of career and technical education (CTE) and academic content is part of an overall process of educational reform. Many CTE programs of study integrate academic content and some are able to offer academic credit to students that complete specified requirements. However, integrating academic content still frames CTE as being “a second class citizen” with the educational system. It is time to move beyond academic integration towards a model of interdisciplinary collaboration. Such a model would put CTE subjects on equal grounds with other subject areas within the education system and would offer students unique learning experiences. Further, calls for students to be able to transfer knowledge and skills across applications essentially go unattended because there are few if any mechanisms for fostering that kind of learning in schools. This paper forwards a model that can be utilized to engage in and support a process of interdisciplinary collaboration.


2:00 pm Symposium Session C Location: Canal D Chair: Julie Dainty Teaching for the Future: A Discussion of CTE Preparation Programs Meghan M. Wood, Ginger Bushey & Travis Park North Carolina State University

Abstract: The objective of this symposium is to give CTE teacher educators a forum to discuss opportunities and solutions for teacher preparation in CTE. Participants will exchange ideas about best practices, challenges of CTE preparation programs and CTE teacher-‐training designs. Participants will also discuss three overarching categories of CTE teacher preparation: content vs. instructional methods, career counseling responsibilities promoting student career readiness, and timing of teacher preparation program coursework.

2:00 pm Symposium Session D Location: Canal A&B Chair: Mary Jo Self How Will We Prepare People to Work in a Flat Flickering World? Jay W. Rojewski & Roger B. Hill University of Georgia

Abstract: Twenty-‐first century jobs are evolving rapidly with some jobs going away and other types of work appearing. CTE educators are increasingly challenged with determining the best ways to prepare people for the world of work when, in many cases, the types of work those people will perform does not yet exist and currently available work is becoming obsolete. For CTE to remain relevant in this volatile and uncertain environment, a framework is needed to shape and guide curriculum development. This symposium will describe and explain such a framework. We will argue that three key components—career navigation, work ethic, and innovation—can support educational and vocational outcomes that will be lasting and durable in the 21st century workplace. The most critical objective of this symposium (and the primary goal) is to stimulate thinking and audience participation.

4:15 pm Award Presentation ACTER President’s Closing Address Location: Canal A&B

5:15 pm Academy Business Meeting Location: Canal A&B

CANCELLED CANCELLED CANCELLED


A special thanks to the reviewers…

Symposium Elaine Adams, University of Georgia David Jones, North Carolina State University Jennifer “Jeno” Rivera, Michigan State University Matthew Spindler, Virginia Tech Keith Waugh, Southern University at Carbondale

Posters Sally E. Arnett-‐Hartwick, Illinois State University Kristin Stair, Louisiana State University David Jones, North Carolina State University Michael Morthland, Southern Illinois University

Carbondale Ryan Foor, University of Arizona Steve McCaskey, Indiana State University Elaine Adams, University of Georgia John Cannon, University of Idaho-‐ Boise Center Barbara Hagler, Southern Illinois University at

Carbondale

Manuscripts Elaine Adams, University of Georgia Radecka Appiah-‐Padi, Pennsylvania State

University Norena Norton Badway, San Francisco State

University James Bartlett, North Carolina State University Greg Belcher, Pittsburg State University Levon Esters, Purdue University Mike Everett, Michigan State University Edward C. Fletcher Jr., University of South Florida Howard R.D. Gordon, University of Nevada Las Vegas Michael W. Harvey, Ball State University Karen R. Juneau, William Carey University Letitia Killman, Achieve Texas College Karla Loebick, Michigan State University

Dave Jones, North Carolina State University Carol T. Mooney, University of Wisconsin-‐Stout Eddie Moore, Michigan State University Susan Olson, University of Akron Travis Park, North Carolina State University Thomas H. Paulsen, Iowa State University Dustin Petty, Michigan State University John Ricketts, Tennessee State University Jennifer “Jeno” Rivera, Michigan State University Carsten Schmidtke, University of Arkansas Mark Threeton, Pennsylvania State University Earlene Washburn, University of Arkansas Michael C. Wood, Pennsylvania State University Richard Zinser, Western Michigan University

SAVE THE DATE

2015 CTERPD CONFERENCE

November 17-‐18, 2015 http://www.acteronline.org

Presentation Submission Deadline: April 26, 2015


2014-‐2015 OFFICERS ACTER President: ......................................................................... Michael Retallick, Iowa State University President-‐Elect: ......................................... Howard R. D. Gordon, University of Nevada, Las Vegas Treasurer: .................................................................. Edward Fletcher, University of South Florida Recording Secretary: .................................................... Carsten Schmidtke, University of Arkansas Acting Membership Secretary: ........................ Cynthia Pellock, The Pennsylvania State University Historian: .................................................................................... Leane Skinner, Auburn University Past-‐President: ................................................................. Mary Jo Self, Oklahoma State University Ambassador-‐at-‐Large: ..................................... Cynthia Pellock, The Pennsylvania State University CTERJ Editor: ......................................................................... Jeff Allen, Oklahoma State University CTERJ Editorial Board Chair: ............................ Mark Threeton, The Pennsylvania State University OTT President: ............................................................ Sally E.Arnett-‐Hartwick, Illinois State University President-‐Elect: ................................................................. Kristin Stair, Louisiana State University Treasurer: .................................................................. David Jones, North Carolina State University Secretary/Historian: ........................ Michael Morthland, Southern Illinois University Carbondale Director of Information: ............................................................... Ryan Foor, University of Arizona Past-‐President: ............................................................... Steve McCaskey, Indiana State University Advisor/Director: .................................................................... Elaine Adams, University of Georgia Executive Director: ................................................ John Cannon, University of Idaho-‐Boise Center Journal Editorial Board Chair: .............. Barbara Hagler, Southern Illinois University at Carbondale The ACADEMY President: ............................................................................. Janet Burns, Georgia State University President-‐ Elect: ............................................... Jennifer “Jeno” Rivera, Michigan State University Treasurer: ................................................................. David Jones, North Carolina State University Secretary: ..................................................................................... Matthew Spindler, Virginia Tech Trustee: .............................................................. Keith Waugh, Southern University at Carbondale Trustee: ........................................................... Cynthia Pellock, The Pennsylvania State University Trustee: .............................................................................................................................. VACANT Trustee: .............................................................................................................................. VACANT University Council for Workforce and Human Resource Education President: .......................................................................... K. Peter Kuchinke, University of Illinois President-‐Elect: ....................................................... Alexandre Ardichvili, University of Minnesota Treasurer: ................................................................................... Chris Zirkle, Ohio State University Secretary: ............................... Beth W. Freeburg, Southern Illinois State University at Carbondale Past-‐President: ....................................................................... Jeff Allen, University of North Texas Trustee: .................................................................................. Leane B. Skinner, Auburn University Trustee: ................................................................. Cynthia Pellock, Pennsylvania State University Trustee: ............................................................... John Cannon, University of Idaho-‐ Boise Center

SPONSORSHIP FUNDING AND IN-‐KIND CONTRIBUTIONS

ACKNOWLEDGMENTS The Association for Career and Technical Education Research, The Academy, Omicron Tau Theta, and University Council for Workforce and Human resource Education wish to thank the following individuals and organizations for their support of this conference:

Glenda Paxton, ConferenceDirect Jamie Alston, ACTE Mike Connet, ACTE

Barbara Herrmann, IVETA Robert Mahlman, IVETA Christine Gardner, IVETA

MARK YOUR CALENDARS! CAREERTECH VISION 2015

November 19-‐22, 2015 New Orleans, Louisiana

ACTER 2015 CTERPD CONFERENCE November 17-‐18, 2015

Call for papers, posters and symposia: www.acteronline.org

Submission Deadline: April 26, 2016

CAREERTECH VISION 2016 November 30-‐ December 3, 2016

Las Vegas, Nevada

ACTER 2016 CTERPD CONFERENCE November 28-‐29, 2016 Las Vegas, Nevada

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