Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs

Autor/inn/en	Gregson, James A.; Ruppel, Karen
Titel	Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs
Quelle	In: Journal of Research in Technical Careers, 1 (2017) 2, S.15-25 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	Vocational Education; Sustainability; Industry; Labor Needs; Institutional Mission; Rural Urban Differences; Advisory Committees; Influences; Labor Force Development; Sustainable Development; Conservation (Environment); Postsecondary Education; Higher Education; Energy Conservation; Community Colleges; Curriculum Development; Program Effectiveness; Educational Change; Idaho; Oregon; Washington + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Nachhaltigkeit; Industrie; Labour needs; Arbeitskräftebedarf; Stadt-Land-Beziehung; Beratungsstelle; Influence; Einfluss; Einflussfaktor; Arbeitskräftebestand; Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Energieerhaltung; Energiespeicherung; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform
Abstract	This multiple case study explored Career and Technical Education (CTE) programs that were identified as having a focus on sustainability. Using the Association for the Advancement of Sustainability in Higher Education, Sustainability Tracking, Assessment, and Rating System (AASHE STARS) as a conceptual framework, the researchers interpreted whether the social, economic, and environmental concepts of sustainability were included in these programs' curriculum. Findings suggested that several factors impacted program curriculum: (1) attentiveness to industry trends; (2) sustainability as an institutional core value; (3) geographic location of urban versus rural; (4) program maturity; and (5) advisory committee influence. Findings also suggested a unifying definition for sustainability was lacking among these programs though participants demonstrated understanding of some common sustainability concepts. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01