Category: Spotlight

The Association for Career and Technical Education® (ACTE®) welcomed members and partners to our annual National Policy Seminar (NPS), March 16–19, 2025, in Arlington, Virginia. The event included educational sessions, panel discussions, and collaboration to support attendees in their advocacy work and to build their understanding of legislation that affects their work in career and technical education (CTE). The seminar also featured a special focus on apprenticeships, and everyone enjoyed a reception on Capitol Hill that featured eight career and technical student organizations (CTSOs).

ACTE staff kicked off the seminar by hosting a First Timers’ Q&A session. Attendees discussed current legislative issues, how to navigate Capitol Hill, and what to expect when meeting with Members of Congress and their staff.

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Event highlights

• On Monday, keynote speaker Melanie Zanona shared some of her experiences as a Capitol Hill news correspondent, including her insights into the current political climate and how to navigate advocacy for bipartisan issues like CTE. Her accounts from Capitol Hill helped to set the stage for the event as attendees began to prepare for their own visits with Members of Congress.
• Attendees then participated in several general sessions to help them gain a deeper understanding of federal funding policies, the impact of the Administration’s activities and priorities, using public polling as an advo.cacy tool, and ACTE’s legislative priorities.
• On Tuesday, a panel of congressional staffers addressed the gathered crowd. These staff provided experienced insight into current policy discussions and shared how to advocate for CTE in the current political environment.
• Then attendees ventured out into the halls of Congress to attend meetings they had scheduled with their policy.makers’ offices to discuss current legislation and funding priorities critical to supporting high-quality CTE.
• Attendees discussed potential improvements to Perkins legislation, as ACTE prepares for a possible reauthorization.

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To conclude a long day of advocacy

ACTE hosted a reception on Capitol Hill! This was held in conjunction with the Senate CTE Caucus. And sponsored by the National Association of Home Builders (NAHB) and zSpace. NPS attendees, Hill staff and other community members enjoyed refreshments, networked, and learned more about eight CTSOs:

• Business Professionals of America (BPA)
• DECA
• Family, Career and Community Leaders of America (FCCLA)
• Future Business Leaders of America (FBLA)
• HOSA – Future Health Professionals
• National FFA Organization
• SkillsUSA
• Technology Student Association (TSA)

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On the final day of NPS 2025

Attendees participated in several sessions focused on apprenticeships. Interest in this topic continues to increase among state and federal policymakers. These sessions included a panel on challenges and opportunities surrounding apprenticeship. The event shined a spotlight on the American Association of Community College’s Registered Apprenticeship Electric Vehicle HUB. That funded through a U.S. Department of Labor Apprenticeship Building America grant, and a final panel on high school pathways to support the apprenticeship pipeline. This special focus covered a range of topics and provided attendees with a unique learning opportunity.

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Hannah Richards is ACTE’s advocacy and media coordinator.

Save the date for NPS 2026, March 22–25.

In the evolving landscape of education, the profound impact of childhood trauma on learning and development has catalyzed a shift toward more empathetic and effective teaching practices. Trauma-informed education emerges as a necessary evolution in our educational paradigms. This necessity is particularly pronounced in career and technical education and exceptional education, where educators frequently encounter a diverse student population, including individuals who have experienced various forms of trauma.

The echoes of traumatic experiences

Growing up in a bustling Southern town during the late ’60s and early ’70s, my childhood seemed typical at first glance. My family — parents and four children — lived where the slow drawls of conversation blended with the industrial hum of a city striving for modernity. My mother worked as a cost accountant, and my father supervised an iron and pipe factory. They presented a facade of stability. However, beneath this veneer, our home dynamics were anything but ordinary. My father was a formidable figure with staunch, chauvinistic views. And he frequently engaged in heated disputes with my mother. These confrontations instilled a sense of tension, fear and confusion in me from a young age.

As I grew, I began to grasp the gravity of the volatile words and actions that filled our home. The impact of such a trauma-filled upbringing extended into my school life, where I once naively repeated inappropriate language learned at home, leading to a sharp reprimand. This incident was a pivotal moment, illuminating the stark differences between my home environment and what was socially acceptable.

Trauma-informed care in education

Trauma encompasses a variety of experiences that significantly impact an individual’s emotional and psychological well-being. Chronic stressors such as prolonged exposure to abuse, neglect, or household dysfunction can disrupt a student’s ability to engage effectively in learning, affecting their attention, memory, and executive functioning (Felitti et al., 1998; Souers & Hall, 2016). This understanding is crucial for educators.

Trauma-informed care shifts the educational approach from judgment to empathy, focusing on safety, trustworthiness, choice, collaboration and empowerment. Key therapies and strategies include cognitive behavioral therapy (CBT), dialectical behavior therapy, art and play therapy, and narrative therapy. These methodologies help students process their experiences and express themselves in healing ways.

The power to overcome adversity

Sarah (not her real name) is a 13-year-old student in a middle school CTE program. She exemplifies the profound impact that trauma-informed educational practices can have on students who have experienced significant adversity. Sarah’s background includes multiple adverse childhood experiences, such as witnessing domestic violence and enduring emotional neglect. These experiences manifested in her school life through heightened anxiety, social withdrawal and difficulty concentrating — challenges that were initially perceived as behavioral issues.

Upon recognizing the signs of trauma, the school’s multidisciplinary team convened to assess Sarah’s needs. A key component of this assessment was employing trauma-informed strategies to create a comprehensive support plan tailored to her emotional and educational needs.

Implementing trauma-informed practices

Sarah’s interest in the culinary arts was identified as a potential therapeutic and educational pathway. To support her, educators worked together to adapt the curriculum to meet her needs.

• • Modified learning environment: Sarah was provided a quieter workspace with fewer distractions, which helped reduce her anxiety during class.

• • Individualized instruction: Sarah was given more one-on-one time with instructors. This helped her to stay focused and understand the tasks at hand.

• • Peer support: Sarah was paired with a peer mentor who shared her interest in culinary arts. This not only improved her social interactions but also boosted her confidence.

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In addition to educational adaptations, therapeutic interventions played a crucial role in Sarah’s progress:

• • Art therapy: Integrated into her curriculum as part of the CTE program, art therapy provided Sarah with a nonverbal means of expression and emotional regulation.

• • Cognitive behavioral therapy: Conducted by the school counselor, CBT sessions helped Sarah develop coping strategies to manage her anxiety and improve her focus.

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Over the course of the school year, Sarah showed remarkable improvement in both her academic and social development. Her grades improved significantly, reflecting her increased engagement and concentration. Equally important, Sarah began to form friendships and participate in group activities. And she expressed a newfound enthusiasm for her education. The interdisciplinary team noted her growing confidence and decreasing instances of anxiety-related behaviors.

Conclusion

Educators equipped with trauma-informed strategies are better prepared to facilitate academic success and foster emotional resilience. This article illuminates the transformative potential of these approaches, showcasing significant improvements in educational outcomes.

The implications of adopting trauma-informed practices extend beyond individual classrooms or schools. They call for a systemic change across educational systems. We must urge policymakers, educators and community leaders to embrace these methods and invest in the necessary resources and training to implement them effectively. By doing so, we can ensure that our educational institutions are not merely places of learning but also sanctuaries of healing and growth.

Figure 1 illustrates the significant improvements in dropout rates, graduation rates, college enrollment, and standardized test scores when trauma-informed strategies are implemented (Craig, 2015; Souers & Hall, 2016).

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Jamie Mahoney, Ed.D., is associate professor of special education at Murray State University.

Donna Crouch, Ed.D., is assistant professor of career and technical education at Murray State University.

Read more in Techniques.

Whether on a competition floor, at an educational fair/expo, or at a recital for the arts, performances provide rich opportunities to witness exceptional talent firsthand. Career and technical education (CTE) prepares students for the workforce. Over the past several decades, educational practices have evolved significantly, with new technology, more emphasis on the role of career identity, and the need to build learning opportunities that involve critical thinking.

However, often overlooked is the importance of authentic assessment, particularly for students with disabilities.

Our premise

CTE offers a critical link between education and workforce preparation, opening doors for learners across a wide spectrum of abilities. Unfortunately, students with disabilities are often subject to a one-size-fits-all approach that fails to recognize the complex combination of strengths and needs that each learner possesses. For instance, a student may excel in analytical thinking but struggle with written expression. Without diverse assessment methods, such a learner may lack the opportunity to demonstrate their true capabilities.

Ace Parsi from the National Center for Learning Disabilities and Susan Lyons from the National Center for the Improvement of Educational Assessment highlighted that access to high-quality, engaging instruction and assessment is frequently overlooked when addressing the challenges faced by students with disabilities. This underscores the importance of providing educators with tools and resources that support authentic assessment of learning.

Spotlight on performance assessment

Performance assessments offer a more authentic measure of skills represented in state standards and individualized education programs (IEPs). These assessments can effectively align IEP goals with student learning measures by integrating skills across disciplines and evaluating student abilities at a deeper level. This approach is especially valuable in CTE, where demonstration of workforce readiness is a key- stone in the mission and programmatic goals of such programs.

NOCTI is proud to partner with the CTE community to advocate for assessment practices that serve all learners, accommodating their varied aptitudes, gifts and learning preferences. This approach enhances students’ educational experiences and contributes to building a stronger workforce.

Key benefits & design considerations

Provide students with opportunities to demonstrate their learning in the real world. Encourage them to showcase what they know and can do in a meaningful way! Varied approaches can accommodate different needs and expand evidence of learning.

For over 55 years, NOCTI has worked to support the use of high-quality performance assessments. Verifying workplace readiness provides learners with important feedback to inform their career preparation. Our approach to assessment has been developed in collaboration with committed educators and industry partners. A few key practices include the following.

• CTE learning labs, simulated workplace environments, and shop areas provide students with disabilities authentic parameters within which to develop and showcase workplace practices and management skills.
• Use of a consistent set of criteria sup- ports a clear understanding of goals. For example, our educator and industry network uses assessment blueprints to plan, monitor and celebrate progress.
• Know what supports are available and work with students prior to an assess- ment event to explore options, guided by their IEPs. Practice self-efficacy in communicating their requests for support.

Setting a course for success with performance assessment

Performance assessments are a powerful instructional tool that can help students be more successful. Students with disabilities thrive when provided multiple and various ways to express and demonstrate their preparedness for work.

Engage learners with a proactive approach, the targets being measured and resources — such as the NOCTI blueprints — available. Students can use NOCTI study guides to get ready and to reflect on what they have learned. The study guides offer practice tasks or jobs that preview the assessments themselves. This work can build student confidence.

Career and technical education opens doors to learning for students with disabilities. NOCTI’s work with CTE leaders, instructors and students reflects a strong belief in the positive power of verifying skills, recognizing achievement and progress, and supporting all learners as they navigate career development pathways.

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Kathleen McNally, Ph.D., is chief executive officer at NOCTI.

Read more in Techniques.

Where can business and industry turn when they need affordable and flexible solutions for training, retraining, and upskilling employees? In Lancaster, Pennsylvania, Thaddeus Stevens College of Technology has aligned its mission of equity in education and economic support to develop a solution.

Who is Thaddeus Stevens?

Thaddeus Stevens was a statesman, a lawyer and an opponent of slavery. He was also a dedicated philanthropist. Historical accounts expound on his prowess as a man of great strength, wealth and fortitude. But he came from a humble background. And he always made decisions based on what would benefit others.

Thaddeus Stevens attended Dartmouth University where he studied law. He went on to practice law in Gettysburg, Pennsylvania, and to serve as a member of the commonwealth’s House of Representatives. Well known for his opposition to slavery, Thaddeus Stevens was also a fierce advocate of public education. When he died in 1894, he willed Pennsylvania a sum of $50,000 ($1.58 million by today’s standards) to establish an orphanage open to all races and nationalities.

In 1905, Stevens Trade School was established as a three-year high school where students would learn academics and a trade so they could support themselves. Thaddeus Stevens had insisted there would be no segregation; the students ate, learned and lived together. In 1971, the school was converted to a two-year postsecondary institution where it began to seek accreditation, and the Middle States Commission on Higher Education granted the institution this status in 1991.

An inspiring force for good

Today, Thaddeus Stevens College continues to flourish as a two-year technical college with 24 associate degree programs, four certificate programs, and a Workforce and Economic Development Center that offers short-term training programs. These are programs that offer a variety of technical and business education opportunities.

The school boasts a mission to focus on equity and open doors of opportunity to underrepresented and underserved populations. A new partnership between the college and Villanova University will enable interested students to continue their education. Thaddeus Stevens College also offers articulation agreements with various high schools and career and technical centers across the Commonwealth.

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“I loved how hands on everything is at Thaddeus Stevens College. It gave me good insight into what the job would be like. Working in the labs with real equipment was very valuable. My professors were a huge inspiration and help. They went above and beyond to make sure everyone understood the material. It is an amazing school with amazing programs.” –Elizabeth S., Class of 2022, Water & Environmental Technology

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High-quality CTE for all

Thaddeus Stevens asserts great affordability. The school also offers robust financial aid to students; more than 90% of students benefit from access to aid. And when eligible learners need extra help, the school offers a “last dollar” Stevens Grant, which can go toward tuition, housing and food. Administrators do everything possible to help all students who want to attend, regardless of economic status.

The institution also offers many opportunities for community development, including five different athletics programs. And about half of the students live on campus. Robust intramurals, student clubs and activities, and an extremely dedicated academic coaching team all help build connection and foster student success at Thaddeus Stevens College.

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Popular course offerings

• The most popular associate degree programs are HVAC, Electrical Technology, Welding, Architectural Technology, and Carpentry Technology.
• The most popular certificate program is the Electrical Construction and Maintenance program.
• The workforce programs include Industrial and Commercial HVAC, Industrial and Commercial Electromechanical, Industrial and Commercial Plumbing, Facilities Maintenance, and Information Technology Support Specialist.
• A new six-month course, Metals Fabrication & Welding, was launched in January 2025.

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Thomas Viviano, Ph.D., has been a CTE teacher, a principal, and a director of CTE schools. He has taught CTE teacher education at Temple University and electrical technology at Bucks County Community College. He is the author of three books and many articles.

Read Techniques to learn more.

The teacher shortage is always on my mind. I teach courses such as Introduction to Education, Exceptional Children, and School Procedures, and I serve as chair of the education discipline. In these roles, I have the opportunity to work with students who are interested in becoming educators.

Community colleges are uniquely situated to attract not only traditional students, but students in all stages of life.

I faced one big hurdle when I set out to work within the technology and engineering education (TEE) space: My background is in middle-level English and language arts. But my husband is a TEE teacher at Waubonsie Valley High School in Aurora, Illinois, and I had been watching as his department struggled to find qualified teachers. This can have a profound impact on student opportunity. So, I decided to ask more questions, dig deeper and try to find a solution.

Strong partnership development

One of the first projects I tackled was aligning pathways for students. It’s important to remove as many barriers as possible. College of DuPage (COD) now offers an articulated pathway in partnership with Illinois State University. Students complete two years at COD, earning an Associate of Science before transferring to Illinois State to complete a Bachelor of Science and obtain licensure.

It’s hard to believe, but Illinois State University is the only institution in Illinois with a technology and engineering education program. There were numerous other programs in the state, including at Eastern Illinois University and Western Illinois University, but they have all closed, leaving school districts without the teachers they need to sustain high-quality programs. As a result of this, we had to explore additional options for students. That led us to Valley City State University (VCSU) in North Dakota.

Together, VCSU and COD enable students to complete an entire bachelor’s degree with teacher licensure in TEE for under $22,000, and they never have to leave home! Students complete associate degrees at College of DuPage. Then during their third year, they complete courses in the TEE area of their choice while also beginning coursework online at VCSU. They take methods classes online through VCSU and complete clinicals and student teaching local to where they live. Upon graduating, students actually receive a North Dakota teaching license, but through reciprocity, they are able to submit a form and obtain their Illinois teaching licenses as well.

Marketing & communications

In an effort to start the conversation about TEE teaching, we created a commercial that teachers can share with their students. This resource explains what it means to be a TEE teacher and how to get there. This information is helpful not only to students, but to their families and community members as well. We seek to educate and inspire!

Furthermore, education leaders in Illinios developed and launched the statewide Teach TEE campaign at the Illinois Technology Education Conference (ITEC) in 2023. This collaborative campaign was created by representatives from College of DuPage, Illinois State University, Valley City State University and the Technology Education Association of Illinois. At ITEC, technology and engineering education teachers were given postcards depicting the campaign logo and a QR code linked to a Linktree site and many relevant resources. Our hope is that more high school teachers will start talking about TEE as a profession and sharing their teaching experience with students. These postcards are a great physical reminder to initiate these conversations.

People often pursue careers in teaching because an influential person in their lives said they thought it would be a good fit. We need to have these conversations more often with our students. And we need to be intentional about sharing our profession in a positive light. The Teach TEE campaign aids in that discussion.

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Technology and engineering education covers topics such as:

• Robotics
• Electronics
• Biotechnology
• Manufacturing
• Computer-aided design
• Automation
• Technical drawing
• Construction
• Sustainability
• Materials science

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Conclusion

We know that strong, articulated pathways work. Eric Tecuanhuehue, a Waubonsie Valley High School, College of DuPage and Illinois State University graduate, is proof of that. He now shares his passion for TEE and for inspiring future generations of teachers. In fact, he has a student that entered the pathway at COD this fall!

An added benefit of these programs is the addition of dual credit courses available to high school students at no cost. Allowing secondary students to take TEE courses for college credit can help set them on their pathways to success. The upsides are many.

Admittedly, however, we did not anticipate all of the obstacles that stood in our way when we set out to address the teacher shortage in technology and engineering education. Like how challenging it could be to get the word out. We still need help! We need to continue to share and to get students interested in becoming TEE teachers. Not only in Illinois, but in the entire country! A colleague of mine always says that once we know better, we need to do better. Finding the next generation of TEE teachers, providing them with opportunities, and sharing our profession in a positive light is us, collectively, doing better.

April Zawlocki, Ed.D., is a professor of education at College of DuPage in Glen Ellyn, Illinois. She has served in numerous roles in her 18 years in education, including as a middle school English and language arts teacher, a Title I educator at the high school level, and in higher education.

Read Techniques to learn more.

The NextLevel Postsecondary CTE Leadership Program, sponsored by ECMC Foundation, addresses the challenge of recruiting and retaining faculty in career and technical education (CTE) programs across the nation. Despite federal initiatives like the TEACH grant, which supports students pursuing high-need teaching careers, and targeted campaigns like “Tagged to Teach Ag” and “Say Yes to FCS,” the demand for CTE educators continues to exceed enrollment in teacher preparation programs. Many states have introduced alternative certification pathways as a solution. However, these programs often experience high turnover among industry professionals transitioning into teaching roles, affecting student learning outcomes and creating ongoing recruitment challenges.

Recruitment & retention

Interviews with leaders in CTE highlight strategies to build a sustainable pipeline for educators. Karen Lyn Saysay, program director at Los Angeles City College, stresses the importance of networking and industry partnerships for aspiring CTE professionals. “The ability to forge meaningful connections is necessary from classroom education to employment,” she states. This underlines how connections are crucial for career development in CTE.

Similarly, Kristi Dixon, dean of general education and professional programs at BridgeValley Community and Technical College, successfully recruits faculty directly from industry. She notes that most of their workforce programming faculty have transitioned from industry roles, bringing real-world expertise into the classroom. To support these educators, she emphasizes professional development focused on pedagogy and reporting processes, which builds confidence and competence in teaching.

Professional development

Professional development is a recurring theme among the interviewees, who stress the need for meaningful, hands-on training. Christian L. Zimmerman, technical assistance coordinator at the University of Central Florida, says professional development sessions should connect emotionally to be effective. “Making PD meaningful is like connecting with a character in a book or television show. You become invested,” he explains. Karen Treas from Moore Tech also highlights that CTE educators often come from trades and are passionate about making a difference. She argues that professional development should focus on practical skills like curriculum development and communication, which may be unfamiliar to those without formal teaching experience.

Communities of practice

Fostering a supportive work culture is essential for retaining CTE educators. Kyle Fulton at Central Ohio Technical College emphasizes promoting work-life balance to maintain morale. His approach includes seeking industry professionals who bring expertise and a commitment to mentoring students. By aligning training with emerging technology, Fulton keeps educators relevant and engaged, benefiting both faculty and students.

The NextLevel Postsecondary CTE Leadership Program offers professional development, mentorship, and networking opportunities. The program encourages collaboration between educators and industry experts, creating pathways for career growth and tackling recruitment and retention challenges. The initiative’s focus on building lasting connections and providing tailored support helps participants thrive as leaders in their fields.

Learn more about the NextLevel Postsecondary CTE Leadership Program. Apply today to join a community of professionals dedicated to strengthening the future of CTE. Collaborate with peers, and present your work at national conferences as you grow in postsecondary CTE leadership skills.

Read Techniques: The Instructional Issue

Cory Torppa is the director of CTE for the Kalama School District in Kalama, Washington. He is also a CTE instructor at its high school. His goal is for the district to offer high-quality programs that prepare students to demonstrate in-demand skills.

Kalama High School partnered with the Port of Kalama to open a school store in the new Mountain Timber Market. The CTE program’s construction class built the store, called the Chinook Shoppe, in a modular fashion so it could be transported and installed at the market in time for the grand opening. The store is stocked exclusively with Kalama-themed products fabricated or decorated by students. They are all designed to appeal to local residents and to the tourists who arrive on cruise ships.

We talked with Torppa about this extraordinary outlet for his CTE students’ projects, how he developed his CTE programs, and what skills and equipment students are using to fabricate, decorate, and market their products.

First, please tell us how you came to direct Kalama School District’s CTE program?

I am currently finishing my 20th year of teaching career and technical education. My mom was a teacher, and my dad was a general contractor. So I have been around construction since I could walk. I decided I wanted to be a CTE instructor! While I absolutely loved building houses with my dad, I saw the toll it took on his body. I thought that by teaching CTE courses I could still be involved with construction and pass on technical skills that I have been taught.

I am finishing my seventh year at Kalama High School, where I teach construction, engineering design, and manufacturing courses. In 2020, I completed my credentials to be a CTE director in Washington, and I became the CTE director for the Kalama School District. Since taking over the CTE director role at Kalama, the full-time-equivalent (FTE) student enrollment in CTE courses has increased from 12.6 FTE in 2018–19 to 58.2 FTE in 2023–24.

How has your program evolved?

When I first started teaching at Kalama High School, I designed a course that teaches ninth graders how to plan, design, and fabricate projects using multiple output tools. We use vinyl cutters, laser engravers, 3D printers, a sublimation printer, a UV printer, a direct-to-film printer, and a large-format printer and cutter to create our projects. The ultimate goal is to prepare students with the technical skills they’ll need in other classes, including art and graphic communications, construction, engineering design, manufacturing, marketing, woodworking, robotics, and much more.

The Chinook Shoppe was created to give students an opportunity for real-world experience. They learn about planning, designing, and manufacturing products to meet a high standard and address current market demand. Art and marketing students work with the engineering design students to create products and to track sales and trends.

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Stacy Jones, Kalama High School’s career connected learning coordinator, oversees the Chinook Shoppe. She tracks the products and sales, and she creates schedules for student workers. Jones is the one behind the scenes that makes the Chinook Shoppe function. She has done incredible work to make the store successful.

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At what point did you decide to expand the equipment in your classroom facilities? What types of projects did you want to produce?

After winning the grand prize grant from Harbor Freight Tools for Schools and given the opportunity to open the Chinook Shoppe, I knew it was time for an upgrade. So, I reached out to Andy Hill from Northwest Technical Products. I’ve always purchased equipment from him, and he recommended that we invest in the Roland DG equipment we now use daily.

We knew that with this additional equipment, our students would be able to produce even more high-quality products. Like sweatshirts, T-shirts, coasters, car coasters, tumblers, and keychains.

Do you and your students also make customized products for the school district?

We do! We create customized T-shirts, sweatshirts, and sport stickers for our schools. The ability to transfer a design that a student creates by hand into a bag design or sweatshirt design has been impressive.

What equipment do you use for apparel production?

We purchased a Roland DG VersaSTUDIO BY-20 direct-to-film (DTF) printer. The BY-20 enables us to print production designs as we need them, saving a lot of time and space. Also, DTF prints feel nice on a shirt. This is a new printer for us, but so far, the prints we’ve produced using the BY-20 have been very high-quality. They’ve turned out great.

Kalama High School also purchased a Roland DG VersaUV LEF benchtop UV flatbed printer. That allows us to print ink on various types of materials and products that other types of printers can’t. In addition, the setup is easy for printing. We use the LEF to print directly on wood, cork, and ceramic coasters; wood and 3D printed key chains; metal tumblers; and wooden lasered ornaments.

We also use the UV printer to help create puzzles. The process includes laser engraving the wood into puzzle pieces, creating a 3D jig for the puzzle, and then UV printing graphics on the puzzle pieces in the jig. Then we print the packaging sticker for the puzzle boxes on the wide-format printer and cutter. The opportunity to work on projects like these — ones that require using multiple technologies — has enhanced the educational experience for our students.

How else do you use your wide-format printer and cutter?

We use the Roland DG TrueVIS SG3-300 30-inch printer to print and cut signs, banners, decals, and heat transfer vinyl for apparel. It’s nice to be able to print and cut stickers in mass quantities.

Where do you see your program going from here?

I purchased the Roland DG equipment to do exactly what we are doing, and it’s pretty exciting to see it all happen. The profits from the Chinook Shoppe allow us to purchase more supplies for our programs. I look forward to our students’ developing additional products and to enhancing our CTE programs in the coming years.

Read more in Techniques.

Work-based learning (WBL) opportunities offer students an arena in which to apply theoretical knowledge in real-world scenarios. WBL students engage in hands-on experiences that mirror professional environments. And they gain practical skills. But the benefits extend beyond skill acquisition.

WBL students can gain a sense of social responsibility through community service. They develop empathy, cultural competence and a deeper understanding of societal issues. Through teamwork, communication, problem solving and adaptability, students learn to navigate diverse work environments effectively. These interpersonal competencies complement technical proficiency, ensuring students are well-rounded and prepared for the challenges of the modern workforce.

Work-based learning in the real world

The Randolph-Roanoke Career Tech Center (RRCTC) in Wedowee, Alabama, has joined forces with Habitat for Humanity of Randolph County on a project that could transform residential housing design and construction. The project follows a design concept developed by a retired high school construction and architectural drawing and design teacher. This innovative approach to housing development combines micro living design trends — with system-built (or modular) efficiencies and speed — and traditional, stick-built construction with conventional materials. In Alabama, they’re using a hybrid off- and on-site build process to construct unique micro box-style homes.

 

The product

The product is created by stacking boxes in a unique manner, ultimately rendering a modern architectural style in a uniquely designed, cool-looking configuration. An important feature of the individual boxes is their “micro” size. They are designed to be built on, or loaded onto, standard deck-over trailers for over-the-road transportation within the Department of Transportation limits. This means the boxes can be easily and economically delivered to job sites with half-ton pickup trucks — and without any need for wide-load flags and banners or escort vehicles!

The process

The process begins with construction and site plans. Singleton Designs LLC, developed and donated the home plans. And the site is located on one of four half-acre lots nearby. As the site is developed, a foundation will be built by Habitat for Humanity contractors. Then the RRCTC Construction program students will complete the framing of four structural modules. Framing includes waterproof exterior sheathing and roof decking. Students will also install windows and exterior doors off site and, with collaboration and support from the professional contractors, they may rough-in the plumbing and electrical too.

The process continues on site with a small crane and rigging crew to place and anchor the boxes to the foundation, and stitch and seal the joints. Now it’s ready for exterior surfaces and trim and the installation of mechanicals; the construction process will proceed to completion. Finally, Habitat will receive the keys to a house that will be someone’s home.

The opportunities for learning

This WBL project offers a strong example of how fostering workforce development can help address the needs of the underserved in our communities. In the landscape of today’s evolving workforce, CTE programs play a pivotal role in preparing students for success beyond the classroom. One innovative avenue for student growth lies in the partnership between Randolph Roanoke Career Tech Center and Habitat for Humanity. This collaboration not only fosters career exploration among students but also cultivates essential employability skills and promotes community service.

Students emerge as competent, compassionate and empowered individuals. And truthfully, everyone wins in this scenario. Habitat for Humanity advances its vision of a world where everyone has a decent place to live, and CTE educators have established partnerships to provide high-quality technical training. The Wedowee, Alabama, community’s economy benefits, and the new homeowners do as well! Embracing such innovative approaches not only enriches educational experiences but also lays the foundation for a brighter tomorrow.

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Larry Singleton is a retired CTE teacher and a residential designer.

Logan Cofield is director of the Randolph-Roanoke Career Tech Center.

Read more in Techniques.