ethanporcaro/eric-fulltext-meta huggingface dataset:
Emerging Careers Come into Focus
Author: Reese, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Skilled Workers,Vocational Education,Skill Development,Emerging Occupations,Influence of Technology,Technological Advancement,Trend Analysis,Educational Development,Educational Change,Change Strategies,Innovation,Labor Force Development

When career and technological education (CTE) began, known then as vocational technical education, only those with the most vivid imaginations and creative minds could envision it as it is today. Many of today's jobs didn't even exist when the baby boomers entered the workforce. Over the decades, CTE has maintained its commitment to preparing a skilled workforce, but those skills have changed remarkably. The founders of CTE would be amazed at some of the careers that have emerged over the years. Over the last decade technological advancements have been a driving force behind the emergence of new careers. In this article, the author identifies some emerging careers and how CTE institutions are preparing the skilled workers.
More Ways than One: Career Education and the Pathway to a Well-Paying Job
Author: Hemmelman, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Career Education,Labor Force Development,Human Capital,Demand Occupations,Educational Demand,Occupational Surveys,Skilled Occupations,Skilled Workers,Salary Wage Differentials,Educational Attainment

One of the most important components to the discussion of emerging careers is the recognition that the American economy will need an increasingly skilled workforce. According to the recent report, "Help Wanted: Projections of Job and Education Requirements Through 2018," the American workforce will be in need of 22 million new college degrees as well as 4.7 million new workers with postsecondary certificates. The report also notes that America will fall short of workers with associate degrees or better by 3 million. However, many parents and students hold steadfast to the cultural construct that a four-year degree is the only way to secure a rewarding and fulfilling career. This article looks at some of these careers and their earnings potential.
The Job Revolution: Employment for Today and Tomorrow
Author: Gordon, Edward
Date: 2010-00-00
Type: Journal Articles
Subjects: Career Planning,Dislocated Workers,Skilled Occupations,Skilled Workers,Demand Occupations,Educational Demand,Employment Opportunities,Career Development,Career Change,Trend Analysis

Millions of Americans remain unemployed. Yet, as of July 2010, about 3 million mainly STEM-related jobs were vacant across the U.S. economy. More firms are beginning to report that even though there are huge numbers of available workers, those workers do not have the skills the firms want. Businesses are struggling to find the talent needed to compete in this new world. Employers are looking for employees who have a solid liberal arts education, good verbal communication abilities, writing and thinking/problem-solving skills, and specialized career knowledge. Job opportunities will be excellent in science, technology, engineering, and math-related jobs, including all sectors of health care. This author suggests that the key for job seekers to ensure employability is long-term career planning that includes an assessment of one's skills, strengths and areas of interests, and keeping abreast of workforce needs.
CTE Students See the Green in New Construction Jobs
Author: Kramer, Steven
Date: 2010-00-00
Type: Journal Articles
Subjects: Construction Industry,Demand Occupations,Educational Demand,Partnerships in Education,Vocational Education,Labor Force Development,Energy Conservation,Energy Education

The construction industry has long been a leader in predicting economic prosperity and in responding to customers' needs. In the last few years, the National Association of Home Builders (NAHB) has managed to assemble the only ANSI-approved standards for green construction in the nation. During this time and with an eye toward the future, NAHB and its workforce development arm, the Home Builders Institute (HBI), have been assessing the growth opportunities of the industry and preparing for the demands of a green economy. Green construction is one aspect of the building sector that continues to gain steam. This article discusses how NAHB and NOCTI, formerly the National Occupational Competency Testing Institute and the leader in technical skill assessment, are working together to help create a pipeline of skilled green workers to meet the growing demand.
It's Not Business as Usual: New and Emerging Career in Marketing, Finance, and Management
Author: Miller, April J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Marketing,Emerging Occupations,Finance Occupations,Business Administration Education,Educational Opportunities,Influence of Technology,Educational Change,Program Administration,Money Management,Finance Reform,Social Networks

There have been many changes in the field of business as a result of technological advancements, government regulations, and shifts in focus. These new career opportunities have arisen as a result: social media marketers, financial examiners, and project managers. In this article, the author discusses these new and emerging career opportunities in marketing, finance, and management.
Merging Occupations: Employers Want Employees Who Are Multi-Skilled
Author: Walbert, Meghan M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Opportunities,High School Students,School Business Relationship,Multimedia Materials,Video Technology,Unified Studies Curriculum,Educational Objectives,Teaching Methods,Photography,Graphic Arts,Computer System Design,Emerging Occupations

Educators at the East Valley Institute of Technology (EVIT) in Mesa, Arizona, are always looking to industry leaders for guidance on how to educate and prepare students for new, emerging careers. But sometimes, it's not a matter of a new industry emerging, but rather several previous occupations merging to form new opportunities for students and to meet workplace demands. That's what happened at EVIT two years ago. The school, which offers about 40 occupation-specific programs to high school students and adults, listened to members of its program advisory councils and combined three outdated programs--photography, Web design and graphic design--into one bright, shiny new program: multimedia technology.
The Engine that Powers Human Ingenuity
Author: Vitale, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Vocational Education,Vocational Interests,Ownership,Counselor Role,Teacher Role,Social Support Groups,Career Guidance,Role Models,Creative Thinking

Most students aspire one day to become someone else's employee; few want to be their own boss. Entrepreneurship will always hold a handful of risks; however, having the opportunity to pursue a long-held passion with pure ambition is an experience that is truly once-in-a-lifetime. This article looks at the value of encouraging young people to keep an open mind about entrepreneurship, and lays out how career and technical education (CTE) educators can help students think beyond the norm. (Contains 5 online resources.)
Mission of Mercy Creates Smiles, Hands-On Opportunity for Students
Author: Neal, Kara Gae
Date: 2010-00-00
Type: Journal Articles
Subjects: Dental Health,Dentistry,Patients,Clinics,Access to Health Care,Clinical Diagnosis,School Community Programs,Outreach Programs,Health Needs,Community Health Services,Public Health,Hands on Science,Experiential Learning,Dental Schools

A group of 41 Tulsa Tech students and two instructors volunteered to the Mission of Mercy, a free, two-day dental clinic co-sponsored by the Oklahoma Dental Association, the Delta Dental of Oklahoma Charitable Foundation and the Oklahoma Dental Foundation held downtown at the Tulsa Convention Center. The clinic was designed to meet the critical needs of dental patients of all ages by providing free dental care to as many adults and children as time, volunteers and supplies would allow. The clinic drew more than 1,800 people--some waiting in line for days to be seen. Instructor Jill Holland says the mission was a wonderful service opportunity, but it also gave their students a chance to get practical experience in a real-life, rapid-fire situation.
An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs
Author: Boston, Wally
Date: 2010-03-00
Type: Journal Articles
Subjects: Student Records,Academic Persistence,Inquiry,Correlation,Electronic Learning,Retention (Psychology),Models,Universities,Enrollment,Surveys,Evaluation Methods

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence. (Contains 4 tables.)
Using Focus Groups to Study ALN Faculty Motivation
Author: Hiltz, Starr Roxanne
Date: 2010-03-00
Type: Journal Articles
Subjects: Focus Groups,Interviews,Teaching Methods,Teacher Motivation,Performance Factors,Online Courses,Barriers,Teaching Experience,Pilot Projects,Asynchronous Communication,Generalizability Theory,Teacher Attitudes,Participant Satisfaction,Teaching Models

What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? One goal of this study was to add to understanding of these issues, but the primary purpose of this study is determining how well these questions can be answered using the method of structured focus groups. This paper describes the methods and results of a pilot study conducted using four focus group interviews of faculty experienced in teaching using &quot;Asynchronous Learning Networks&quot; (ALN) at one university, and a single focus group at a second university in order to explore generalizability. For the university at which four group interviews were conducted, the rank orders of leading motivators and demotivators were quite consistent. Leading motivators include the flexibility allowed by being able to teach &quot;anytime/anywhere;&quot; better/more personal interaction and community building supported by the medium; the technical and creativity challenges offered by this mode of teaching; being able to reach more (and more diverse) students; and better course management. Major sources of dissatisfaction are more work, medium limitations, lack of adequate support and policies for teaching online, and the fact that the medium is not a good fit for some students. Very similar results were found through the replication focus group conducted at a different institution. (Contains 6 tables.)
Model-Driven Design: Systematically Building Integrated Blended Learning Experiences
Author: Laster, Stephen
Date: 2010-03-00
Type: Journal Articles
Subjects: Curriculum Development,Innovation,Teaching Methods,Blended Learning,Instructional Design,Web Based Instruction,Electronic Learning,Sustainability,Systems Approach,Models,Program Descriptions,Interdisciplinary Approach,College Instruction,Business Administration Education,Undergraduate Study,Graduate Study,Corporate Education,Instructional Development,Professional Continuing Education

Developing and delivering curricula that are integrated and that use blended learning techniques requires a highly orchestrated design. While institutions have demonstrated the ability to design complex curricula on an ad-hoc basis, these projects are generally successful at a great human and capital cost. Model-driven design provides a sustainable approach that reduces some of the cost of complex curriculum development and improves the sustainability of curriculum innovation. Systems thinking is a perspective for going beyond events, to looking for patterns of behavior, and to seeking underlying systemic interrelationships which are responsible for the patterns of behavior and the events. Model-driven design provides the ability to share models and learning units beyond the borders of the institution. (Contains 3 tables and 7 figures.)
If Higher Education Is a Right, and Distance Education Is the Answer, Then Who Will Pay?
Author: Meyer, Katrina A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Distance Education,Online Courses,Access to Education,Educational Finance,State Aid,Educational Policy,Cost Effectiveness,Public Colleges,Government Role,State Action,Synthesis,Trend Analysis,Educational Trends,Educational Innovation,Educational Change,Policy Analysis

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will that make achieving efficiencies possible. (Contains 9 tables.)
Scaling Online Education: Increasing Access to Higher Education
Author: Moloney, Jacqueline F.
Date: 2010-03-00
Type: Journal Articles
Subjects: Higher Education,Enrollment Trends,Access to Education,Educational Trends,Consortia,Program Descriptions,Surveys,Educational History,Community Colleges,Guidelines,Proprietary Schools,Barriers,Program Effectiveness,College Instruction,Educational Environment,Web Based Instruction,Electronic Learning,Distance Education,Online Courses,Asynchronous Communication,Networks

Over the past decade, online courses and entire online degree programs have been made available, serving millions of students in higher education. These online courses largely have been designed and taught using the theoretical concepts and practical strategies of Asynchronous Learning Networks (ALN). During 2003-04, approximately two million learners were engaged in higher education via ALN, and online enrollments are expected to grow at a 20% annual rate during the next few years. The Sloan Consortium (Sloan-C) has worked to help institutions improve the quality of their online offerings, and research has shown that ALN is a viable alternative to classroom-based learning. This paper reviews online enrollment trends in higher education, describes the characteristics of online programs that have scaled successfully to meet increasing demand, identifies challenges impacting the continued growth of online enrollments in this sector, and outlines the opportunities for increasing access to higher education through scaling of online initiatives. (Contains 4 figures.)
Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars
Author: Moloney, Jacqueline F.
Date: 2010-03-00
Type: Journal Articles
Subjects: Blended Learning,Partnerships in Education,Instructional Development,Educational Principles,Relevance (Education),Outreach Programs,Cost Effectiveness,Access to Education,Participant Satisfaction,Case Studies,Business Administration Education,Educational Administration,Nursing Education,Comparative Analysis,Program Descriptions,College Programs

Drawing on the University of Massachusetts experience in developing successful blended local programs, this paper suggests guiding principles that include mission-driven responsiveness to local contexts and partnerships; using low-cost marketing strategies available through local relationships and brand; attending to students' preferences for blending face-to-face and online services and instruction throughout the college experience; supporting faculty in working with partners to develop local blended programs; and providing activities that anchor students to the campus and program. (Contains 1 table and 1 figure.)
An Administrator's Guide to the Whys and Hows of Blended Learning
Author: Niemiec, Mary
Date: 2010-03-00
Type: Journal Articles
Subjects: Online Courses,Administrator Guides,Blended Learning,Educational Change,Program Implementation,Change Strategies,Performance Factors,Program Effectiveness,Success,Barriers,Administrative Principles,Asynchronous Communication,Organizational Climate

Given the importance of administrative attention to blended learning, this article adumbrates the institutional benefits but also the institutional challenges of this integration of online and on-campus instruction. The reasons for engaging in blended learning determine how it will play out, so the "why" is given precedence over the "how." But there is an attempt to elaborate the methods even more extensively than the reasons, to drill down into the considerations that must be taken into account in any successful implementation. Just how the details will sort out will necessarily vary from one institution to the next, but there are certain considerations that seem genuinely indispensable, the keys to success or failure, sustainability or aborted effort. (Contains 2 tables and 1 figure.)
(My) Three Principles of Effective Online Pedagogy
Author: Pelz, Bill
Date: 2010-03-00
Type: Journal Articles
Subjects: College Instruction,Instructional Design,Teaching Experience,Educational Principles,Online Courses,Active Learning,Asynchronous Communication,Aptitude Treatment Interaction,Social Networks,Communities of Practice,Instructional Effectiveness

My ever-emerging philosophy of education increasingly diminishes the role of "the teacher" in the teaching/learning equation. It took over 30 years of college teaching experience for me to realize that the learner is, for the most part, in charge of what gets learned. Implementing this point of view online has, for me, blurred, somewhat, the distinction between effective teaching and pedagogically sound instructional design. If I create an environment in which a majority of students gladly learn that which they and I deem relevant and salient, then have I succeeded as a teacher or as a designer?--and does it matter?
The Road Not Taken: The Divergence of Corporate and Academic Web Instruction
Author: Ubell, Robert N.
Date: 2010-11-00
Type: Journal Articles
Subjects: Web Based Instruction,Online Courses,Higher Education,Corporate Education,Comparative Analysis,Electronic Learning,Instructional Design,Educational Philosophy

At first glance, academic online and corporate e-learning appear the same. Few are aware that Web learning at companies and in schools is quite distinct. Once instruction begins, they clearly fall into separate camps. At companies, e-learning is highly mediated by technology, with trainers disappearing entirely, replaced largely on monitors by instructional design elements, presented in text, multimedia, games, simulations and other displays. By contrast, in online courses at universities--often equally media rich--instructors and students take their virtual seats online, interacting continuously with one another in text and real-time. Although corporate e-learning and academic online education have evolved along different paths, each reaches approximately 25% of its respective market. Because they have different philosophies and methods, the two fields may never completely merge, yet each may learn from the other. (Contains 1 table.)
Multiple Modes in Corporate Learning: Propelling Business IQ with Formal, Informal and Social Learning
Author: Ambrose, John
Date: 2010-11-00
Type: Journal Articles
Subjects: Human Capital,Socialization,Employees,Learning Modalities,Job Training,Business Education,Corporations,Online Courses,Blended Learning,Classification,Cost Effectiveness,Teleworking,Consultants,Outsourcing

Recognizing that the shifting corporate environment is placing ever greater stresses on learning organizations, this paper reports how companies are increasingly offering employees a wide choice of learning options beyond conventional classroom training, including online, social learning, and other modalities in "blended" programs. Identifying a number of trends--a multi-generational workforce, remote employees, off-shoring and contract workers, and talent management requirements--that are contributing to the changing corporate human capital landscape, the authors suggest that these changes are transforming the learning enterprise, placing learners at the center and altering the learning mix with the introduction of web-based and other technologies. Outlining a taxonomy of corporate learning, the authors divide the training enterprise into formal, informal, and social learning modalities. Under formal learning, they identify pre-work, groupwork, and post-work as principal elements. The paper concludes with a call for companies to deliver a comprehensive, multi-modal learning portfolio that cost-effectively satisfies a wide range of employee and corporate needs. (Contains 3 figures.)
What Corporate Training Professionals Think About e-Learning: Practitioners' Views on the Potential of e-Learning in the Workplace
Author: Rossett, Allison
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Cultural Awareness,Training Methods,Staff Development,Workplace Learning,Corporate Education,Professional Personnel,Best Practices,Instructional Effectiveness,Computer Assisted Instruction,Web Based Instruction,Trainers,Surveys

An exploratory study of 954 mostly veteran workplace learning professionals sought to determine why respondents adopt e-learning. The results indicated that they see e-learning was most valuable for delivering instruction governing familiar company tasks, such as providing information about products, fulfilling compliance requirements, and securing standardization. While the results were largely predicted by the investigators, respondents offered one surprising conclusion. Respondents believe that e-learning is useful in capturing and sharing best practices. They concluded that technology-mediated learning is less capable of providing instruction in tackling murky challenges, such as teaming, cultural understanding and passion for the work. (Contains 4 tables.)