V. Program Information
Program Summary
The Business, Management, Marketing, and Technology education major leads to a Michigan Department of Education Secondary Provisional Certificate and, upon meeting these requirements according to the current Michigan State Plan, a vocational endorsement will be issued. The program prepares prospective teachers in the areas of information processing and management, administrative services, accounting and computing and basic business such as economics, consumer economics, business law, business management, computer literacy and introduction to business. Successful completion of this course of studies, in the context of other program requirements, qualifies the student for recommendation for certification for the Michigan Department of Education Secondary Provisional Certificate endorsed in business education, certification code GQ, and, with appropriate work experience, vocational certification code VB or VD. With four thousand work experience hours in each area both endorsement areas can be added to the certificate.
The College of Education’s conceptual framework is stated as: Shared Vision Initial Level. The initial-level conceptual framework is anchored by the program theme, "caring professional educators for a diverse and democratic society." This theme is central to the mission of the Unit as it weaves together all of the professional preparation programs found in departments and schools in the College of Education, the College of Arts and Sciences, and the College of Technology.
The work of the Unit is based on the fundamental belief that the candidates in teacher preparation programs at Eastern Michigan University should have an identified curriculum that supports the development of broad content and pedagogical knowledge, effective skills in teaching diverse groups of students, and personal and professional skills needed to teach in contemporary classrooms. Further, it is the belief of the faculty that our initial-level conceptual framework should be grounded in research and the wisdom of practice, be shared both internally among students and staff, and externally with the broader learning community, and that it should establish a shared vision for all programs leading to initial teacher certification.
The conceptual framework has been shared with students through group advising meetings, discussions in core classes, and through discussions of delineated outcomes required in core program assessments. Materials prepared for student use carry the"CPED2S" logo, an acronym for the program theme that students recognize and understand.
In addition, the conceptual framework has been shared with our colleagues at the University through the Committee for Basic Programs, the College of Education Council, the College of Education Website, and a variety of print materials. We have also shared the conceptual framework with our P-12 colleagues through the Teacher Education Advisory Committee and through program handbooks which are given to all field supervisors and site administrators.
The philosophy of the business education program is in compliance with the conceptual framework expected of a quality education program in the State of Michigan and under the supervision of The College of Technology at Eastern Michigan University. This conceptual framework is also guided by the philosophy and conceptual framework of the College of Education as noted above in the shared vision statement.
Specifically the Business, Management, Marketing, and Technology mission statement is stated:
Business Education is dedicated to provide an environment for its students to become knowledgeable professionals, who are caring, reflective decision makers, in a democratic, culturally diverse, and a technological society.
The objectives of the program are met using the following goals:
A. Program Goals
1. Develop business educators that are ethical and responsible to the business community.
2. Assist students to develop a caring attitude toward students, colleagues, the business education discipline, and the teaching profession.
3. Encourage minorities into the field of business education to ensure diverse equity.
4. Update and increase use of technology within the business education curriculum.
5. Provide the standard by which graduates will be leaders within the field of business education.
6. Develop individuals that are competent as entry-level teachers.
7. Ensure students develop competencies in critical-thinking skills, soft skills, and dispositions essential to teaching students in grades 7-12.
8. Advocate students promoting business education in the community, state, and nation.
B. Determination Goals
Goals are based on the following:
1. Advisory Committee
2. National Association for Business Teacher Education (NABTE).
3. National Business Education Association-Program Standards
4. National Council for Accreditation of Teacher Education
The Business, Management, Marketing, and Technology program meets guidelines set by the state and above named professional organizations to ensure quality teachers are receiving certification and meeting requirements set forth by the No Child Left Behind (NCLB) Act of 2002. National Association for Business Teacher Education has published standards for business teachers since 1947. In addition, the advisory committee makes recommended changes to ensure the program is leading edge and the curricula are of exemplary quality. Meeting NABTE standards will ensure that the preparatory program meets the requirements for knowledge, skills, and attitudes necessary to gain employment in an entry-level teaching position.
Scope and sequence is a vital part of the Business, Management, Marketing, and Technology program at Eastern Michigan University. This program is offered through two venues (a) an undergraduate program leading to a Bachelor’s of Business Education with certification and (b) as a PostBac certification program of study.
The sequence of classes is controlled and maintained through the use of varied level and prerequisite classes. The professional sequence is divided into four separate levels. They are: (a) pre-admission to the College of Education, (b) phase two, (c) phase three, and (d) phase four. The final phase is student teaching. A student may not take classes in the professional sequence above the pre-admission phase without being admitted to the College of Education which requires passing the MTTC basic skills test and having a 2.5 GPA.
Content classes are also sequenced to ensure orderly and structured knowledge with supporting technology. Integrated within the School of Technology Studies and supporting departments across campus content is divided in equal portions dedicated to each area of Business, Management, Marketing, and Technology. These courses also include materials necessary to meet the Entry-Level Standards for Michigan Teachers and related Proficiencies.
The Business, Management, Marketing, and Technology Program is designed to prepare candidates to teach. Teaching Strategies and Methods are an essential part of each student’s learning. At Eastern Michigan University students must be admitted into two different colleges to complete certification, they are the College of Education and the College of Technology. Each student has a specialist adviser that assist the teacher candidate in developing a program of study. A student has many choices in the general education area to complete the requirements of the University. However, there is no room for electives in a student’s program of study within the professional and content sequence.
Learning styles are discussed in:
N/A This major purpose is to award a teaching certificate in Business Education (7-12).
A minor is not required.
Eastern Michigan is a diverse University which would include many multicultural groups such as age, gender, and ethnicity. This University has been recognized state and nationwide as a school with many diverse groups and a high producer of teachers. Business Education teachers from Eastern are not only prepared to teach content but also are aware of the need to recognize the various groups which might be encountered within a classroom.
Within the College of Education professional sequence courses, teacher candidates are given the opportunity to prepare unit and lesson plans that are age and multicultural appropriate. In the Business Education Curriculum, students are required to prepare a special activity to identify a variety of techniques and activities that might be used to include multiculturalism. Many of these lessons are ones that students choose to use for their “micro teaching” experiences. Students deliver at least one micro teaching experience for each methods class.
Students are also required to perform 100 hours of pre-student teaching. These hours must be completed in a number of settings. A number of hours of pre-student teaching are completed through the FETE requirements and the College of Education. Business Education students are required to include two FETE courses in the professional sequence. These FETE courses are co-requisites with an educational psychology class and a basic reading in content classroom. In addition, business education students perform 15 hours of pre-student teaching within the discipline. The variety of each students experience is as different as each cooperating teacher.
Preparation of lesson appropriate for multiculturalism is also part of the student teacher experiences. Student teachers are placed in diversely populated schools if at all possible. Within the teaching unit required for student teachers, the issue of multiculturalism must be addressed and varying activities dealing with diversity must be included. These units include detailed plans of when, where, and how the issue of multiculturalism will be discussed.