ERIC Number: EJ1139594
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Status of Career and Technical Education Undergraduate and Graduate Programs in the United States
Fletcher, Edward C.; Gordon, Howard R. D.
Peabody Journal of Education, v92 n2 p236-253 2017
The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, & Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K-12 teachers to maintain high-quality CTE programs.
Descriptors: Career Education, Technical Education, Undergraduate Study, Graduate Study, Enrollment Trends, Program Content, Teacher Certification, Academic Degrees, Delivery Systems, Teaching Methods, Curriculum, College Faculty, Administrators, Online Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A