{"title":"Establishing Program Standards to Meet the Needs of Postsecondary Trade and Industrial Education","authors":"Ben Rubin, Michael F. Kosloski, Roberto Loya","doi":"10.9741/2578-2118.1096","DOIUrl":"https://doi.org/10.9741/2578-2118.1096","url":null,"abstract":"","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121034664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Dixon, K. Eitel, T. Cohn, Marcie Carter, K. Seven
This study examined the process to identify required competencies for an entry-level position in the Nez Perce Tribe Department of Fisheries Resource Management located in the Pacific Northwest. The overall goal was to provide content for a pedagogical framework to support Nez Perce students in the development of their STEM identity and to consider careers in natural resources and fisheries. The DACUM process was used to analyze the job, Fisheries Technician. The process involved a focus group of six expert workers in the Department of Fisheries Resource Management and was led by a facilitator. The experts identified 48 competencies categorized as technical and professional for fisheries technician. Seven cultural competencies were also identified as important for the successful accomplishment of work and the quality of work life. Competencies will provide content for the middle and high school culture, science, and technology curriculums, and there is the potential to connect technical and professional competencies to a career and technical education microcredentialing system.
{"title":"Identifying Essential Fisheries Competencies to Link to School Curriculum: Supporting Nez Perce Students’ STEM Identity","authors":"R. Dixon, K. Eitel, T. Cohn, Marcie Carter, K. Seven","doi":"10.9741/2578-2118.1097","DOIUrl":"https://doi.org/10.9741/2578-2118.1097","url":null,"abstract":"This study examined the process to identify required competencies for an entry-level position in the Nez Perce Tribe Department of Fisheries Resource Management located in the Pacific Northwest. The overall goal was to provide content for a pedagogical framework to support Nez Perce students in the development of their STEM identity and to consider careers in natural resources and fisheries. The DACUM process was used to analyze the job, Fisheries Technician. The process involved a focus group of six expert workers in the Department of Fisheries Resource Management and was led by a facilitator. The experts identified 48 competencies categorized as technical and professional for fisheries technician. Seven cultural competencies were also identified as important for the successful accomplishment of work and the quality of work life. Competencies will provide content for the middle and high school culture, science, and technology curriculums, and there is the potential to connect technical and professional competencies to a career and technical education microcredentialing system.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127566369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The skilled technical workforce (STW) comprises workers in occupations that require significant science, technology, engineering, or mathematics (STEM) skills but not a bachelor’s degree for entry. The United States had over 17 million STW workers in 2017, and is expected to be short about 3.4 million workers who are qualified for the available STW positions by 2022. Despite the important contribution of the STW to the U.S. economy, the policy discourse on the STEM workforce has largely focused on workers with bachelor’s or graduate degrees, overlooking those without a 4-year degree. Consequently, knowledge about the STW is limited. This paper draws on a recently available national data source to provide a close look at STW workers through the lens of U.S. undergraduates who joined the STW after college. Multivariate results indicate that students who held STW jobs after college fared better than those who held nontechnical jobs on a range of employment outcomes, including salary, access to workforce benefits, alignment between college majors and intended careers, and job satisfaction. Multivariate analyses also confirmed that graduating from a less-than-4-year institution, earning a subbaccalaureate credential, and majoring in STEM, healthcare, and such technical fields as manufacturing, construction, repair, and transportation are common paths to STW careers. Despite the benefits of STW employment, however, relatively few students pursued STW jobs after college. Significantly fewer female than male students and fewer Black than White students pursued STW jobs, even after controlling for such factors as major field, type of last institution, STEM credits, and educational attainment. However, post-college STW participation did not differ between Hispanic and White students or vary by students’ family income or their parents’ education attainment. protective
{"title":"Who Participates in the Skilled Technical Workforce After College and What Are Their Educational Pathways?","authors":"Xianglei Chen","doi":"10.9741/2578-2118.1092","DOIUrl":"https://doi.org/10.9741/2578-2118.1092","url":null,"abstract":"The skilled technical workforce (STW) comprises workers in occupations that require significant science, technology, engineering, or mathematics (STEM) skills but not a bachelor’s degree for entry. The United States had over 17 million STW workers in 2017, and is expected to be short about 3.4 million workers who are qualified for the available STW positions by 2022. Despite the important contribution of the STW to the U.S. economy, the policy discourse on the STEM workforce has largely focused on workers with bachelor’s or graduate degrees, overlooking those without a 4-year degree. Consequently, knowledge about the STW is limited. This paper draws on a recently available national data source to provide a close look at STW workers through the lens of U.S. undergraduates who joined the STW after college. Multivariate results indicate that students who held STW jobs after college fared better than those who held nontechnical jobs on a range of employment outcomes, including salary, access to workforce benefits, alignment between college majors and intended careers, and job satisfaction. Multivariate analyses also confirmed that graduating from a less-than-4-year institution, earning a subbaccalaureate credential, and majoring in STEM, healthcare, and such technical fields as manufacturing, construction, repair, and transportation are common paths to STW careers. Despite the benefits of STW employment, however, relatively few students pursued STW jobs after college. Significantly fewer female than male students and fewer Black than White students pursued STW jobs, even after controlling for such factors as major field, type of last institution, STEM credits, and educational attainment. However, post-college STW participation did not differ between Hispanic and White students or vary by students’ family income or their parents’ education attainment. protective","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116276505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career literacy is a concept that is often misunderstood, yet it is something that can be developed to enhance youth’s potential for career readiness and career growth. This study sought to determine the knowledge and skills required for career literacy and to identify the optimal time to acquire these skills. A four-round Delphi study was designed and implemented to determine such skills and the ideal corresponding time of acquisition for each. The research indicated a final list of 50 skills and knowledge, all of which fall under the categories of functional, interactive, and critical skills a student needs to be able to read, understand, and make decisions on career-related information. These skills and knowledge can be used not only to inform stakeholders what to infuse into existing curricula, but also to identify the optimal time of introduction into a student’s educational career.
{"title":"Developing the Key Constructs of Career Literacy: A Delphi Study","authors":"Kesha S. Valentine, Michael F. Kosloski","doi":"10.9741/2578-2118.1095","DOIUrl":"https://doi.org/10.9741/2578-2118.1095","url":null,"abstract":"Career literacy is a concept that is often misunderstood, yet it is something that can be developed to enhance youth’s potential for career readiness and career growth. This study sought to determine the knowledge and skills required for career literacy and to identify the optimal time to acquire these skills. A four-round Delphi study was designed and implemented to determine such skills and the ideal corresponding time of acquisition for each. The research indicated a final list of 50 skills and knowledge, all of which fall under the categories of functional, interactive, and critical skills a student needs to be able to read, understand, and make decisions on career-related information. These skills and knowledge can be used not only to inform stakeholders what to infuse into existing curricula, but also to identify the optimal time of introduction into a student’s educational career.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116212189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study identified perceptions of education by low performing and college track African American males in a rural town in Southern Kentucky. Through the lens of Critical Race Theory and Symbolic Interactionism, the researchers explored how 16 young men value a secondary and postsecondary education. Selected by their administrator at two high schools, the males were identified as college track or low performing. The findings revealed that both groups identify racial relations as a barrier to educational achievement; however, college track males believed education would assist in overcoming racial divides. Additional findings highlight a difference in perception based upon the presence of a male role model, the home environment, and the felt need for survival. Based on the findings, recommendations include model programs and collaborations among societal groups within the young age; a need for male social programs that foster and encourage positivity throughout a young male’s life; and the need for local resources to assist and encourage young African American males to pursue a postsecondary education.
{"title":"The Value of Education Between Two African American Male Populations in a Rural Southern Community","authors":"Q. Tyler, S. Vincent, Tiffany C Monroe","doi":"10.9741/2578-2118.1087","DOIUrl":"https://doi.org/10.9741/2578-2118.1087","url":null,"abstract":"This study identified perceptions of education by low performing and college track African American males in a rural town in Southern Kentucky. Through the lens of Critical Race Theory and Symbolic Interactionism, the researchers explored how 16 young men value a secondary and postsecondary education. Selected by their administrator at two high schools, the males were identified as college track or low performing. The findings revealed that both groups identify racial relations as a barrier to educational achievement; however, college track males believed education would assist in overcoming racial divides. Additional findings highlight a difference in perception based upon the presence of a male role model, the home environment, and the felt need for survival. Based on the findings, recommendations include model programs and collaborations among societal groups within the young age; a need for male social programs that foster and encourage positivity throughout a young male’s life; and the need for local resources to assist and encourage young African American males to pursue a postsecondary education.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121217118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community colleges have a strong history of providing vocational education and occupational training to meet changing workforce demands of local industries. In the Midwest, agricultural industries have expressed an expanding need for middle-skilled workers with postsecondary, prebaccalaureate credentials. The 21st century agricultural landscape has changed as a result of the need for efficiency and sustainability, and resulting emergent agricultural technologies. Community colleges will be integral to establishing a qualified agriculture workforce for entry-level, middle-skilled positions. This study utilized a modified Delphi approach to identify entry-level workplace competencies needed by graduates of a community college agriculture program. Delphi panel experts represented leaders from the agronomy-based agriculture industry within the college’s district, and initially identified 87 desired workforce competencies. Fifty-eight competencies achieved consensus from the Delphi panel and were categorized by themes: soft skills (26), agronomy-based technical skills (12), technology-based technical skills (9), agriculture mechanic/operatorbased technical skills (3), general technical skills (4), and agribusiness-based technical skills (4). Results of this study can be used to inform community college agriculture program development and can be used as a case study for assessing workforce needs of local agricultural industries.
{"title":"Entry-Level Workplace Competencies Needed by Graduates of a Community College Agriculture Program: A Midwest Case Study Using the Delphi Technique","authors":"Blake C. Colclasure","doi":"10.9741/2578-2118.1083","DOIUrl":"https://doi.org/10.9741/2578-2118.1083","url":null,"abstract":"Community colleges have a strong history of providing vocational education and occupational training to meet changing workforce demands of local industries. In the Midwest, agricultural industries have expressed an expanding need for middle-skilled workers with postsecondary, prebaccalaureate credentials. The 21st century agricultural landscape has changed as a result of the need for efficiency and sustainability, and resulting emergent agricultural technologies. Community colleges will be integral to establishing a qualified agriculture workforce for entry-level, middle-skilled positions. This study utilized a modified Delphi approach to identify entry-level workplace competencies needed by graduates of a community college agriculture program. Delphi panel experts represented leaders from the agronomy-based agriculture industry within the college’s district, and initially identified 87 desired workforce competencies. Fifty-eight competencies achieved consensus from the Delphi panel and were categorized by themes: soft skills (26), agronomy-based technical skills (12), technology-based technical skills (9), agriculture mechanic/operatorbased technical skills (3), general technical skills (4), and agribusiness-based technical skills (4). Results of this study can be used to inform community college agriculture program development and can be used as a case study for assessing workforce needs of local agricultural industries.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126226184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Acknowledgment of Reviewers 2019-2020","authors":"Jrtc Editors","doi":"10.9741/2578-2118.1091","DOIUrl":"https://doi.org/10.9741/2578-2118.1091","url":null,"abstract":"","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116656592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.
{"title":"Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study","authors":"Jessica M Toombs, Jon W Ramsey","doi":"10.9741/2578-2118.1086","DOIUrl":"https://doi.org/10.9741/2578-2118.1086","url":null,"abstract":"Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126386566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates’ views on agricultural education during the clinical teaching internship. Four overarching themes emerged from the video reflections: establishing roles as a teacher, teaching and learning, balance, and coming full circle. Throughout the internship, candidates expressed a deeper understanding of teaching within the three-component model of school-based agricultural education (SBAE). We recommend the use of video reflection during the student teaching internship to expand the depth of reflection and feeling of community among the cohort. Overall, the addition of the video reflection process has provided an efficient and effective tool that allows teacher candidates to make meaning of their experience.
{"title":"Agricultural Education Teacher Candidates’ Reflection on the 15-Week Clinical Teaching Internship: A Collective Case Study","authors":"Christopher J. Eck, Jon W Ramsey, N. Smith","doi":"10.9741/2578-2118.1082","DOIUrl":"https://doi.org/10.9741/2578-2118.1082","url":null,"abstract":"This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates’ views on agricultural education during the clinical teaching internship. Four overarching themes emerged from the video reflections: establishing roles as a teacher, teaching and learning, balance, and coming full circle. Throughout the internship, candidates expressed a deeper understanding of teaching within the three-component model of school-based agricultural education (SBAE). We recommend the use of video reflection during the student teaching internship to expand the depth of reflection and feeling of community among the cohort. Overall, the addition of the video reflection process has provided an efficient and effective tool that allows teacher candidates to make meaning of their experience.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116376638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this historical study was to investigate the inclusion of students with special needs in schoolbased, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education’s efforts to meet the learning needs of special education students by providing modified lessons and learning environments, inclusive SAEs and FFA activities, and focused teacher preparation. Challenges and concerns regarding the placement of special needs students in school-based, agricultural education are also discussed, as well as opportunities for related research in the future, especially about their participation in the FFA.
{"title":"Teaching Students with Special Needs in School-Based, Agricultural Education: A Historical Inquiry","authors":"K. L. Teixeira, M. Edwards","doi":"10.9741/2578-2118.1066","DOIUrl":"https://doi.org/10.9741/2578-2118.1066","url":null,"abstract":"The purpose of this historical study was to investigate the inclusion of students with special needs in schoolbased, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education’s efforts to meet the learning needs of special education students by providing modified lessons and learning environments, inclusive SAEs and FFA activities, and focused teacher preparation. Challenges and concerns regarding the placement of special needs students in school-based, agricultural education are also discussed, as well as opportunities for related research in the future, especially about their participation in the FFA.","PeriodicalId":443408,"journal":{"name":"Journal of Research in Technical Careers","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123940309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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