Key Influences and Perceptions of Welding Dual Credit Earners at a Wisconsin Technical College

Abstract

Manufacturing in the United States faces a shortage of skilled labor as talented men and women retire. High school students often miss opportunities to pursue rewarding careers in the skilled trades due to a lack of awareness, a lack of knowledge, or both. Articulation agreements between high schools and technical colleges can facilitate the offering of dual credit course that expose high school students to a variety of skilled labor careers such as welding. The purpose of this nonexperimental, descriptive, mixed-method case study was to examine in greater detail both student perceptions of the Fox Valley Technical College (FVTC) welding program and the influences that guide students to participate in dual credit welding courses offered through FVTC. Participants in the study were 1st and 2nd semester FVTC welding students. The study consisted of a quantitative phase I of online surveys and a qualitative phase II of virtual interviews. Questions about student dual credit involvement, dual credit experiences, and personal welding experience led to insights about the opportunities and challenges that dual credit welding courses present to students. Findings indicate that dual credit opportunities build student courage change this to confidence if you changed it below and persistence, and lead to realistic career aspirations that propel students to a successful post-secondary education. Parents, family, peers, and teachers play a critical role in both student dual credit involvement and success. In addition, strong partnerships between secondary and post-secondary institutions are vital to the continuation and improvement of dual credit welding course offerings for future students.