ACTE Postsecondary CTE Summit 2026

Students are building workforce-ready skills every day. The problem is they do not know how to name them, and employers never hear about them. This session presents a practical model developed at the Community College of Aurora for helping faculty make workforce skills explicit in assignment design and helping students articulate those skills on resumes and in interviews using the NACE Career Readiness Competencies as a shared framework. Attendees will leave with tools they can adapt for their own programs the same week.

This session will provide an overview of my make-it-better plan. The plan is focused on transforming a low-performing program to a new program that better meets industry demands and reinvigorates the faculty in the department. 

This session will take a broad look at the Federal Landscape and changing structure of workforce development grants. Topics will include the structure of workforce development grants, the Administration’s industry priorities and investments. Administrators, development directors, program directors, and anyone interested in learning more about the landscape of federal workforce development grants will benefit. 

Employers around the country report that the skills that are most often missing in their entry level workers are those things that we call "soft skills" along with the related competencies in speaking, listening and writing.  The simple strategies, tools, methods and protocols covered in this workshop will help CTE teachers become more confident in teaching, modeling and assessing skills that they often report they are really uncomfortable with.  They will receive samples, create a quick assignment, and have the opportunity to ask questions in a risk-free environment.  And, we will have fun while doing it!

I am part of Cohort 8 NextLevel Fellow. This session will focus on addressing the challenge of maintaining program continuity for students' industry experiences due to high turnover in district leadership and shortages in qualified CTE instructors (industry-experienced teachers).  Those interested in addressing this challenge would benefit from the interactive collaborative discussion on producing graduates from technical programs but also preparing the teachers who guide thousands of students toward those careers. 

Higher education career readiness is being reshaped by forces that no longer sit neatly inside the career center. Artificial intelligence is changing the capabilities expected of entry-level talent. Employers are asking for clearer signals of readiness, judgment, and work experience. Regulatory and policy pressures, including OBBBA-related reporting and outcome accountability, are raising expectations for measurable student value. At the same time, global mobility, immigration constraints, and questions about the return on investment of higher education are changing how students and families evaluate the path from college to work.  


This interactive workshop brings together 5–6 higher-ed leaders across career services, employer relations, advising, and readiness-focused academic support to examine how institutions must adapt. Rather than treating career readiness as a narrow set of interview tips or final-year services, the session argues for a broader institutional model: one that integrates advising, experiential learning, employer engagement, and data-informed pathway design. The workshop will invite participants to compare current practice against emerging demands, identify the biggest readiness gaps on their own campuses, and prioritize a small set of institutional responses that are both high-impact and achievable.  


Participants will leave with a practical framework for discussing career readiness as institutional infrastructure, not just student support. They will gain language, examples, and a planning structure they can use with colleagues across academic affairs, student affairs, and employer-facing teams. This design is influenced by the Design-to-Value workshop model in your materials, which emphasizes structured ideation, prioritization, and rapid pilot development. 

Why Faith-Based CTE Now? As education leaders respond to shifting Gen Z priorities and widening gaps in non-college workforce pathways, traditional trade-school models—while effective at teaching technical skills—often fall short in addressing students’ growing desire for purpose, identity, belonging, and direction in their work. This session explores why this moment presents a unique leadership opportunity to strengthen Career and Technical Education through values-anchored formation that supports both workforce readiness andwhole-person development. Using some data on the growing numbers of Gen Z embracing faith and purpose, and the Purpose to Path electrician pre-apprenticeship pilot as a possible case example, participants will examine how small, scalable training cohorts can serve as entry points into purpose-centered skilled-trades pathways that improve engagement, persistence, and long-term employability.

This session will benefit secondary and postsecondary CTE leaders, workforce development professionals, apprenticeship sponsors, faith-based educators, and community organizations seeking more effective pathways for 18–24-year-olds entering the trades outside traditional college routes. Participants will gain practical strategies for launching pilot cohorts, aligning employer partnerships, and integrating character-based employability competencies that strengthen retention and program success.

Attendees will leave with a simple framework they can apply immediately to begin designing or strengthening purpose-centered workforce pathways within their own institutions, along with partnership-alignment ideas that connect education, industry, and community-based organizations.

The session will be delivered as an interactive roundtable featuring guided discussion prompts, a partnership-mapping activity, or a pilot-design reflection tool participants can adapt for use in their schools, colleges, or workforce initiatives. Together, participants will explore why faith-based CTE is emerging now as part of a growing national movement to strengthen individuals, families, and communities through meaningful entry points into the skilled trades.  These activities also depend on time allowed.
 

This session explores how postsecondary leaders can design and implement a unified, industry-aligned workforce training model in response to the rapidly evolving demands of the semiconductor sector. Grounded in a real-world statewide initiative in Arizona, the presentation will walk participants through the development of the Future48 Semiconductor Workforce Accelerator—an ambitious collaboration between community colleges, workforce partners, and industry leaders aimed at building a scalable and equitable talent pipeline for high-wage, high-demand careers. Attendees will gain insight into the process of aligning curriculum, credentials, and partnerships across multiple institutions while maintaining responsiveness to employer needs and regional economic priorities.
This session is particularly valuable for postsecondary administrators, CTE leaders, workforce development professionals, and faculty involved in advanced manufacturing, technology, or skilled trades programs. It will also benefit those seeking to strengthen cross-sector partnerships or expand access to underrepresented populations in high-growth industries. Whether participants are launching new programs or refining existing ones, the session will provide actionable strategies for leading systems-level change.
Participants will leave with practical tools and frameworks they can immediately apply within their own institutions. This includes approaches for mapping existing programs, building stackable credential pathways, engaging industry partners in meaningful ways, and embedding equity-focused design into program development. The session will also highlight strategies for fostering collaboration across colleges and regions—an essential component for scaling workforce initiatives effectively.
Audience engagement will be a central component of the session. Attendees will participate in guided discussions to reflect on their own institutional contexts, engage in small-group activities to identify opportunities for alignment and partnership, and explore adaptable tools such as curriculum mapping templates and stakeholder engagement frameworks. Real-world examples and interactive exercises will ensure that participants not only understand the concepts presented but are equipped to translate them into actionable next steps within their own programs.

The session will provide a "best practices" model of where to start applying for grants, review essential questions, and provide examples

- What the session is about

• The expected Effects of Short -term Pell and Micro credentialing in the CTE field

- Who will benefit from the session

• Session Attendees and CTE stakeholders 

- How it will help attendees apply the content in their programs or institutions

• Sharing of discussion ideas in a slide deck 

- How you will engage your audience (e.g., discussion, activities, tools)
- Any deliverables or resources you will provide (e.g., handouts, slide decks, planning tools, websites)

• Tentatively planning to share a Slide Deck with QR code for future access

 

This session focuses on practical strategies to strengthen the operations of academic divisions while building meaningful faculty and stakeholder buy-in. Participants will explore how to implement structured, transparent systems, such as shared deadlines, project tracking, and cross-functional workgroups that improve efficiency without sacrificing collaboration. The session will highlight how aligning priorities, clarifying expectations, and creating visible accountability can improve communication and drive measurable outcomes across programs.

What happens when leadership development extends beyond staff and becomes part of the student experience? Learn why the director of one of Florida’s largest CTE adult schools expanded leadership training to include the adult learners they serve.
Discover how integrating leadership development for both educators and students strengthens workplace readiness, builds confidence, and fosters a culture where leadership, accountability, and growth are practiced at every level of the system.
Participants will take part in an IMAGO-style facilitated experience, moving beyond theory to engage in the same practices used with adult learners to build communication, collaboration, and leadership skills that translate directly to the workplace. In similar workshops, the vast majority of participants report gaining new self-insight, better understanding colleagues and students, and leaving with practical tools they can apply immediately.

Many states have been experiencing challenges with finding highly qualified CTE teachers (especially in areas such as Technology and Engineering Education, Family and Consumer Sciences, etc.), WBL coordinators, and career counselors to fill vacancies in these critical shortage areas. As a result, numerous licensure pathways have been created and are currently being tested. However, the long-term benefits and effects of these new pathways remain to be seen. University teacher preparation programs have made substantial strides in providing more flexible and innovative preparation options while adhering to strict quality guidelines from accreditation agencies, state higher education commissions, state departments of education, and others. This roundtable discussion will explore the role of teacher preparation programs, examine how they are classified in terms of their relation to CTE in various states, discuss different preparation and licensure models currently being implemented, the benefits or concerns with different models, and ways to foster stronger collaborations with teacher preparation programs. This session aims to help administrators, educators, state leaders, policy makers, and researchers reflect on the role that four-year institutions, especially those with teacher preparation programs, can play in contributing to the CTE ecosystem.

Coastal Bend College and Tuloso-Midway High School have developed a collaborative partnership to strengthen secondary-postsecondary CTE pathways through free dual credit, stackable credentials, and intentional alignment between the ISD and the college. Through Warpath Academy, students engage in structured pathways that connect high school CTE participation to transferable college credit and credentials in programs such as Automotive, Cosmetology, Forensic Science, Law Enforcement, and Welding.


This session will highlight how direct collaboration between a school district and a community college can increase access, reduce financial barriers, and create clearer pathways from high school to college and careers. Attendees will learn how this partnership supports student momentum, reduces inefficiencies, strengthens enrollment, and helps meet regional workforce needs.

How can institutions strategically expand workforce programs to meet growing labor market demands while increasing student access to high-wage careers? This session explores a data-informed approach to strengthening and scaling career and technical education (CTE) programs and short-term credentials in high-demand fields.
Participants will learn how one institution is working to increase enrollment in high-demand, high-wage programs from 600 to 800 students by Fall 2028 by expanding stackable certificates and microcredentials into credit-bearing pathways. With a focus on Finance, Artificial Intelligence (AI), Information Technology (IT), and Aviation, this session highlights how aligning program design with labor market data and industry partnerships can drive both student success and workforce impact.
Designed for CTE leaders, faculty, administrators, and workforce professionals, this session will provide practical strategies to evaluate current program offerings, identify opportunities for growth, and build scalable credential pathways. Attendees will engage in interactive discussions to begin applying these strategies within their own institutions.
Participants will leave with sample pathway models and frameworks to support implementation.

Many Career and Technical Education (CTE) programs rely on instructors who are highly skilled professionals in their fields. While these individuals bring valuable real-world expertise to the classroom, they often begin teaching without formal preparation in instructional methods, classroom management, or effective learning strategies. As a result, faculty development frequently focuses on compliance rather than meaningful professional growth.
This session explores a scalable approach to transforming faculty training into a dynamic professional learning experience for both in-person and online educators. Participants will learn how reimagining annual training and quarterly in-services can strengthen instructional practices, build faculty community, and support industry professionals as they grow into confident and effective educators. The model emphasizes practical teaching strategies, meaningful student engagement, and mentorship among faculty. By investing intentionally in faculty development, institutions can elevate instructional quality while also improving adjunct faculty retention, satisfaction, and long-term success across CTE programs.

To celebrate turning 100, ACTE is launching a new professional development offering and member benefit! The ACTE Masterclass Series brings the best in-person conference keynotes directly to you, your team, and all your colleagues back at your college!  This is an opportunity to invest in, upskill, and equip members of your college community that may not usually attend in-person ACTE conferences. Masterclass content is relevant for administrators, counselors, faculty (full time and part time), classified support staff, and even elected Board members - anyone you want to engage and partner with locally to make education relevant.  Come learn how you can be inspired by 365 days of unrestricted access to culture-impacting masterclasses, live Q&A coaching sessions, masters-degree college credit, and peer-to-peer coaching, at scale.    

This session explores how CTE educators can strengthen postsecondary pathways and workforce readiness by bridging the gap between classroom instruction and real-world industry expectations. Grounded in real classroom practices, it reframes educators as connectors—leveraging their networks, lived experiences, and industry insight to create authentic, career-connected learning experiences. As highlighted in the session, when students lack exposure to real careers, they often struggle to see the value of their skills beyond the classroom .


Designed for secondary and postsecondary CTE educators and leaders, this session provides practical, scalable strategies that can be implemented immediately—without requiring additional funding or full curriculum redesign. Attendees will learn how to integrate work-based learning experiences, activate existing industry connections, and create classroom environments that reflect current workforce expectations.


Participants will engage in guided reflection, peer discussion, and a hands-on networking activity where they identify and map real industry connections they can leverage in their programs. They will leave with actionable tools, including a 3-step connection framework, real-world assignment ideas, and adaptable models for expanding student access to career exposure.


By the end of the session, attendees will have a clear plan to increase student engagement, strengthen career readiness, and build sustainable, industry-aligned CTE programs using resources they already have.

Bridging the gap between high school and the workforce is one of the most significant challenges for neurodivergent learners. Many students with intellectual disabilities face a steep "transition cliff" upon graduation, struggling to access postsecondary education or sustainable employment. This session explores how Southwest Florida tackled this challenge through the evolution of the School District of Lee County’s How I Reach Employment (HIRE) Program. Expanding into a community-wide coalition, this initiative creates a seamless, cross-sector pipeline connecting K-12 CTE, technical colleges, and local employers.
We will unpack the mechanics of this program, specifically focusing on the integration of Specialized Career Education as a transition to postsecondary CTE. This includes academic enrichment, career exploration, and CTE program shadowing. We will also share the data backing up the success of this model in closing the workforce gap for neurodivergent learners. We will demonstrate how moving from a siloed secondary program to a community-wide coalition transformed outcomes. Attendees will explore:

• Joint Ownership of Pathways: How the coalition fosters shared accountability between K-12 systems, technical colleges, and local workforce boards.
• Student Supports & Navigation: Evidence-based practices for advising and supporting students with intellectual disabilities during critical transitions between secondary graduation, postsecondary enrollment, and workforce entry.
• Employer Integration: Strategies for moving beyond basic advisory boards to deeply integrating employers into the coalition, ensuring postsecondary pathways align with actual, inclusive labor market needs.

By sharing practical lessons learned in Southwest Florida, this session will equip institutional leaders and CTE practitioners with the actionable tools needed to build their own "Workforce with Unique Ability Coalitions," connecting innovation to impact and ensuring every learner has a pathway to workforce success.
Who Will Benefit
This session is designed for postsecondary administrators, CTE faculty, system leaders, transition coordinators, and student advising staff who are passionate about equity, inclusion, and strengthening secondary-to-postsecondary alignment.
How It Will Help Attendees Apply the Content
Participants will leave with a practical, replicable framework to prevent vulnerable students from falling through the cracks. Rather than focusing solely on theory, we will dissect real-world strategies for breaking down institutional silos. Attendees will learn exactly how to approach local workforce boards, secure buy-in from postsecondary technical programs, and partner with regional employers to build inclusive, customized training pathways in their own districts.
How We Will Engage the Audience
This will be an action-oriented, interactive presentation. Engagement strategies include:

• Case Study Breakdown: A brief, dynamic presentation of the HIRE Program's evolution and the data supporting its success.
• "Coalition Building" Mapping Activity: Participants will engage in a guided workshop where they use a custom matrix to identify and map out potential cross-sector partners (K-12, postsecondary, and industry) within their own home regions.
• Peer-to-Peer Discussion: Brief, structured sharing of the mapping activity results to brainstorm solutions to common regional roadblocks.
• Live Q&A: Dedicated time to address specific implementation challenges attendees are facing at their home institutions.

Deliverables and Resources Provided
To ensure attendees can immediately put these ideas into practice, we will provide:

• Digital Access to the Slide Deck: A comprehensive copy of the presentation.
• The Unique Ability Stakeholder Mapping Tool: A printable and digital worksheet used during the session to help institutions identify regional partners.
• The Coalition Blueprint: A step-by-step PDF handout outlining the phases of establishing a local Unique Ability Coalition, including sample agendas for initial cross-sector meetings.

Postsecondary CTE programs are being asked to produce workforce-ready graduates in increasingly complex and rapidly evolving industries. However, many institutional structures still rely on traditional faculty and instructional roles designed primarily for content delivery rather than skill development and performance. This session explores how to redesign those roles into an integrated, workforce-aligned system where faculty, instructors, and staff function as workforce architects.
Grounded in applied practice and informed by learning science, this session demonstrates how effective workforce preparation requires intentional progression from exposure, to practice, to demonstrated competency in real-world contexts. Participants will examine how this progression can be operationalized through instructional design, cross-functional team structures, and employer engagement.
This approach is supported by measurable outcomes, including high licensure pass rates, strong employment placement, and sustained program growth, demonstrating the impact of aligning instructional design with workforce expectations.
This session is designed for CTE leaders, faculty, and workforce partners seeking to improve student outcomes while addressing capacity, workload, and sustainability challenges. Attendees will gain insight on how to redesign faculty, staff and instructional roles to support competency development, build integrated classrooms that align academic need with workforce engagement, and create systems that move beyond siloed functions.
Participants will be asked to actively engage in reflection of their own situations and experiences through a structured group activity, where they will identify a bottleneck in their own program and apply a guided framework to rethink roles, responsibilities, and learning design. Peer discussion and reflection will be incorporated to surface shared challenges and scalable solutions.
Attendees will leave with a practical outlook, and knowledge of what workforce architecture frameworks, role redesign planning, and a quick-start implementations are and how that can be immediately applied within their institution. This session moves beyond theory to provide clear, actionable strategies that strengthen both workforce outcomes and institutional capacity

You’re getting the outcomes you designed for. When students struggle, faculty and staff are often left navigating systems that were not built with real human needs in mind.
This session centers Human-Centered Design (HCD) as a practical approach to strengthening postsecondary CTE workforce capacity. Participants will learn how HCD can help faculty and staff better understand student and colleague experiences, reduce friction, and improve program effectiveness.
Designed for postsecondary CTE teams, this session focuses on everyday application. Attendees will engage in a short, guided activity and leave with simple HCD tools they can immediately use to improve outcomes within their roles.

As the labor market becomes more selective, career readiness depends on more than technical skill. Students are increasingly judged on how they communicate, follow up, adapt to workplace expectations, and present themselves in interviews, networking settings, and early employment. Yet our recent research and practitioner conversations suggest a persistent perception gap: employers and career center leaders rate professionalism and business etiquette as near-critical, while students tend to underestimate their importance by 20–30%.  


This session will help postsecondary CTE leaders reframe “business etiquette” not as outdated manners training, but as a teachable, equity-centered component of market readiness. Drawing on employer interviews, practitioner insights, and campus-based examples, the session will examine how hidden expectations around email etiquette, follow-up, attire, workplace presence, and communication create barriers for students, especially first-generation and financially constrained learners. The session will also explore practical strategies for embedding these competencies into advising, career services, and broader student support systems.  


Attendees will benefit from a leadership-oriented discussion focused on what career centers and postsecondary CTE programs can do now: make expectations explicit, integrate etiquette coaching into existing student touchpoints, and build more scalable readiness supports. Audience engagement will include polling, peer discussion, and a short reflection/planning activity. Participants will leave with a practical framework, key data points, and a planning tool they can adapt for their own campus context.

In an era when many states are focused on lowering safety standards in the name of deregulation, how can CTE educators advocate for rigorous program standards, strong industry engagement, and a focus on life safety? As the trades workforce continues to inch closer to retirement, what can your program do to ensure we don't lower the bar for the next generation of trades professionals? Ultimately, how does a balanced regulatory approach help protect the future of CTE trade programs? This session will highlight key steps educators can take to work with administrators, industry, and policymakers to help ensure that CTE trade programs continue to be treated as premier educational opportunities. Attendees will walk away with key talking points, resources for their classrooms, and better advocacy strategies to help their programs strong, students engaged, and the public safe.