Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Frederick C. Kintzer
Committee Member
Marjory L. Krauss
Committee Member
Barbara Packer
Keywords
adult vocational education, andragogy, career education, college-community partnerships, community colleges, culturally responsive education, diesel mechanics, diesel technology programs, employer expectations, employment skills, financial aid, Industrial Training, Native American students, Porterville College, soft skills, student services, technical education, vocational curriculum development, vocational education, vocational program development, vocational training, workforce development, work ethic
Abstract
This applied dissertation was designed to develop a diesel technology program at Porterville College. The college is situated in an economically depressed area with high unemployment. A local Native American Indian tribe was interested in collaborating with the college in developing a program that would increase that group’s education and employment levels. Because the college had a relatively limited vocational program and because the regional economy was growing more dependent upon the trucking industry, a diesel technology program appeared to meet the needs of the college and the community.
The researcher developed a diesel technology program and supporting structure that would enable students to graduate within 2 years. Included in the plan were appropriate counseling and financial aid. The program would address developmental problems faced by students as well as competencies needed by those entering or wanting to remain stable in today’s workforce, including work ethic.
An analysis of the data revealed that students and employers differed in their impressions regarding essential characteristics or skills for diesel technicians. Students focused almost entirely on mechanical aptitude while employers placed greater importance on “soft skills.” The researcher recognized that the expectations of both groups would need to be addressed if the program was to be successful. Also, although Pavel, Inglebret, and Banks (2001) and McCormick and Amundson (1997) suggested that cultural considerations would be necessary for Native American students to be successful in a community college vocational program, results of surveys to Native American adults and students did not support the literature. Both Native American and non-Native American students expressed a need for the same services to enable them to be successful.