Date of Award

7-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dr. Karen Buchanan

Second Advisor

Dr. Scot Headley

Third Advisor

Dr. Matt Gehrett

Abstract

This multiple case study examined the working relationship between CTE faculty and ID professionals in the course design process from the perspective of faculty. The study explored the methods and choices around equity that CTE faculty make when working on course design and delivery. The narratives of the CTE faculty are shared. A cross-case analysis was conducted to reveal three main themes. The themes include 1) impact of communication, 2) defined project is key, and 3) creating a shared culture. While there was no cohesive theme for methods and choices around equity, the study found the results to be reflective of equity practices in the literature. Implications for CTE faculty include a missed opportunity to improve the collaboration process and professional practice when they do not practice active communication. In addition, creating a shared culture can help alleviate frustration and confusion in the course
design process. This study revealed equity is in the beginning stages for these participants. Additional training and research need to be conducted to better support 21st-century learners.

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