ERIC Review: Integrating Academic and Occoprionl Instrrvction

Abstract

”New vocationalism,” the concept of integrating occupational and academic courses in order to enrich both liberal arts and vocational programs, attracted a great deal of attention during the 1990s. However, a number of barriers, such as faculty resisitance and a lack of institutional resources, have prevented widespread implementation. This article describes several case studies and pilot projects underway at community colleges and discusses the obstacles to implementation as well as proven strategies.

Facilitating Student Learning Through Contextualization

“…Numerous terms are used in the literature for contextualization, both of basic skills and other areas, including contextual teaching and learning (Baker et al, 2009; Johnson, 2002), contextualized instruction (Parr, Edwards, & Leising, 2008; Wisely, 2009), content area literacy (McKenna & Robinson, 2009), embedded instruction (Simpson et al, 1997), writing-to-learn (Klein, 1999; McDermott, 2010), integrative curriculum (Dowden, 2007), situated cognition (Hattie, Biggs, & Purdie, 1996; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006), problem-based learning (Gijbels, Dochy, Van den Bossche, & Segers, 2005), theme-based instruction (Dirkx & Prenger, 1997), anchored instruction (Bottge, Rueda, Serlin, Hung, & Jung, 2007), curriculum integration (Badway & Grubb, 1997), academic-occupation integration (Bragg, Reger, & Thomas, 1997; Grubb & Kraskouskas, 1992; Perin, 2001; Prentice, 2001), work-based learning (Raelin, 2008), and functional context education (Sticht, 2005). Furthermore, contextualization is an important component of learning communities involving developmental education and college English courses (Fallon, Lahar, & Susman, 2009; Tai & Rochford, 2007; Weiss et al, 2010) as well as workplace literacy (Mikulecky & Lloyd, 1997).…”

Preparation for Midskilled Work and Continuous Learning in Nine Community College Occupational Programs

“…Although the benefits of creating integrated learning experiences that are engaging and authentic to students appear quite substantial, so do the barriers to this endeavor. Perhaps when institutional leaders and decision makers see measurable outcomes from these integration efforts (such as more effective learning, increased retention, and accelerated student advancement through their programs), they will be more likely to invest in the time, resources, and support needed for meaningful curriculum revision (Prentice, 2001).…”

“…Linking academic and occupational content involves creating learning experiences that foster the development of academic knowledge, the acquisition of which can be facilitated through the use of occupational applications. Much has been written about the challenges of integrating academic and occupational content (Hoachlander, 1999) and the many ways in which academic and occupational content can be linked effectively (e.g., Bragg & Reger, 2000;Grubb & Associates, 1999;Prentice, 2001).…”

“…Graduates wondered why academic content such as mathematics, science, and writing were separated from the rest of their programs and even suggested ways in which the content of general education courses could be taught through applications to specific job requirements. Despite its appeal, the linkage of academic and occupational content is a perennial challenge that has been addressed by many educational scholars (e.g., Bogue, 1950;Dewey, 1938;Grubb & Kraskouskas, 1992;Koos, 1924;Prentice, 2001). This scholarship emphasizes that combining academic and occupational content in ways that enrich education with application results in curricula that are more student centered and motivational, that provide students with skills that are broader and more applicable to career advancement than job skills alone, and that, when work-based learning is included, can capitalize on the reciprocal reinforcement of learning and work.…”

“…This scholarship emphasizes that combining academic and occupational content in ways that enrich education with application results in curricula that are more student centered and motivational, that provide students with skills that are broader and more applicable to career advancement than job skills alone, and that, when work-based learning is included, can capitalize on the reciprocal reinforcement of learning and work. At least nine different approaches to integrating academic and occupational content exist (Grubb & Kraskouskas, 1992;Prentice, 2001). However, despite the history of advocacy and the variety of methods for integrating academic and occupational content, integrated curricula remain the exception rather than the rule in occupational programs.…”