Date of Award:

8-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Applied Sciences, Technology, and Education

Committee Chair(s)

Michael L. Pate

Committee

Michael L. Pate

Committee

Rebecca G. Lawver

Committee

Rose Judd-Murray

Committee

Lacee Boschetto

Committee

Nate E. Trauntvein

Abstract

The purpose of this quantitative, cross-sectional, quasi-experimental study was to examine the perceptions of career and technical education (CTE) faculty regarding their familiarity with human-centered design (HCD), perceptions of the value and worth as a framework for program and curriculum design and willingness to teach in correctional education settings. The survey was administered to postsecondary CTE employed at public community and technical colleges in Utah and Colorado (N = 37). Participants were randomly assigned to either a treatment condition, in which they viewed a six-minute-long video vignette illustrating HCD in practice, or a control condition without exposure to the vignette. Data were analyzed using descriptive statistics, reliability analysis, independent-samples t tests, and chi-square analyses. Findings indicated that faculty generally viewed HCD as a valuable and worthwhile approach to CTE program and curriculum design but reported relatively low familiarity with the framework. This suggests a gap in professional development related to HCD principles. Exposure to the vignette was associated with higher perceptions of the importance of HCD but did not significantly influence familiarity with the framework or willingness to teach in correctional education settings. These results suggest opportunity for informing the professional development of postsecondary CTE faculty.

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