Event summary

CTE day is a 2-day event in which we welcome the freshman from the a local school district to campus to explore technical programs and highlight CTE opportunities for the students.

This year between the 2 days we served nearly 800 students and hosted an additional 60 faculty, administrators and parent volunteers. With the help of the departments, we ran 18 sessions in 5 tracks including: Agriculture, Trade & Industry, Health Science, Business & Information Technology, and a variety track with a mix of department representation.

Students filled out surveys indicating their interests prior to coming and were assigned tracks based on that information as much as possible. Each group ranged between 10 and 20 students and was accompanied by a chaperone supplied by the school district and a group leader from college staff. Group leader volunteers included CSI students in participating programs, staff from the admissions and early college teams as well as other employees from around campus.

The event ran from 9-12 and included one opening session and 3-4 track sessions. Students returned to the high school campus for lunch and the only swag distributed was a lanyard.

Overall feedback from the schools and student has been positive (Student satisfaction 87 percent in post event survey), though some were disappointed that they couldn’t attend their preferred track. They have requested to have the event continue in the future.

Feedback summary from attendees and volunteers: Feedback was grouped using IO model which examines events for main impressions, suggested changes, and things learned.

Impressions (What went well)

-          Track organization/schedule

-          Most sessions hands-on geared toward younger groups.

-          Opening session with icebreaker

-          Good flow and structure. Communication around event. Maps/ volunteer packets. Small group size

-          Survey/Name tags went well, pre-check in helped for a smooth, efficient start.

Delta (What we would change)-

-          Include ice breaker in both opening sessions. The less formal opening session led to better engagement in track sessions

-           Guide knowledgeability varied. Walk through the track with guides a head of time. Encourage more group engagement

-          Request tracks submit session description in advance, have an opportunity for feedback. Fillable form with session description and rate plans regarding how hands-on they are, how assessable to a young audience, how focused on career exploration not just program exploration. Session quality and engagement varied, and we would like to have a more consistent experience.

Outcomes (What we learned)

-          Communicate directly with presenters as well as coordinating with department chairs

-          Double check swag allocations. We were told lanyard bundles were in groups of 100 but they were sets of 50. We ran out for the second group and improvised with shoelaces to make up the difference.

Taylor,

Well, son, if you are reading this, I have already kicked the bucket. Don’t be too sad for me. I’m finally with my beloved Clair and I can rest from all my labors. But just cause I’m resting don’t mean you can. You got some work to do!

Ever since I took sick, that vulture Davies has been circling the ranch like…well a vulture. I got a bad feeling he may be giving you a heap of trouble after I’m gone, but I’ll outsmart him yet! I have hidden the will in the house and there is no way that knucklehead is smart enough to solve the clues I left to find it. It’s up to you. Just remember that I always told you the 3 Keys to success are courage, grit and a good head on your shoulders.

Remember, I’ll be looking out for you from on High even when you feel you can’t get any Lower. 

 Gil Aguila

Though many adults considering AE participation worry about the negative effect the increased stress levels may have on their lives, there are also many positive emotional benefits involved. Reported stress levels did rise on entry into new programs for many participants, but long-term stress levels were lower over the next five years (Feinstein, 2002). Students learned new time management techniques and increased their confidence in their ability to handle problems as they arose in their everyday lives. So, though the increased strain on time commitments, nervousness about a new experience and other common stressors associated with entering an educational program did have an initial negative emotional impact on many participants, this was mitigated by other positive factors in the experience and led to a decrease in reported stress-levels over time (Girtz, 2014).  Additionally, long-term stress was reduced not only due to increased mental toughness and new stress management skills attainment, but the increased economic stability resulting from higher earning power which reduced other sources of stress in many participants’ lives. They actually had less to worry about, not just more skills to handle the stress. (Wilkinson, 1996)

In addition to changes in stress levels, Pikart found that senior citizens who participated in language learning classes showed improvement in attitude and emotional health including an increased willingness to establish meaningful relationships, reduced reports of loneliness, and increased positivity (2020). Since loneliness is detrimental to both emotional and physical health, participants improved in several areas of well-being though those who chose the more rigorous language training classes improved more than those who opted for less challenging courses.  An increase in psychological resilience, self-efficacy, positive social outlook and intrinsic motivation in AE participants  after their educational experience (2002). As adults participate in educational opportunities they feel empowered to face other challenges in their lives. Improvements in self-esteem measures were  especially apparent for participants who had little previous educational experiences. Whether the AE curriculum was focused on life skills, work skills or a hobby, learning a new skill improved self-esteem and mental tenacity. 

         Another positive effect on adult learner’s emotional health came in an overall shift of their locus of control. One mental side-effect of prolonged poverty is a belief that the locus of control for one’s life lies outside of the individual ( Schenck-Fontaine & Panico, 2019). AE confronts this idea directly by allowing participants to see their mastery of a skill can have a positive effect on their life. The locus of control can shift internally for them, giving them a belief that their actions matter and they can improve their circumstances  (Betual, 2020). This sense of empowerment shows positive emotional benefits in several areas including an increase in intrinsic motivation and a more positive, hopeful outlook when faced with difficulty and overall emotional and mental resilience.