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College of Education: Preparing Teachers and Education Professionals
Department of Business and Information Technologies Education






Business and Marketing Education Goals and Objectives

Program Check Sheet

The program of undergraduate study in marketing education is designed to prepare graduates as public school marketing teachers who prepare students for initial employment, advancement in marketing and management, and/or future studies in two- or four-year colleges or universities.

At ECU the College of Education conceptual framework for teacher education undergirds the entire program with a theme of The Reflective Practitioner comprised of the following four elements:  Partnership, Technology, Reflection, and Diversity.
Specifically, the marketing education program is designed to:

  1. Provide preparation in the areas of the professional marketing education concentration competencies in sufficient depth to develop competence in the required professional marketing education areas.  Preparation provides concentrated study in the professional competency areas unique to marketing education:  administration and program management, coordination techniques, methodology, career development in marketing, student organization activities, use of community resources and advisory committees, management of individual learning activities, evaluation, and handling of fiscal matters.
     
  2. Prepare marketing education graduates who demonstrate effective methods, specialized techniques, instructional procedures, and educational media in the presentation of marketing subjects; evaluate textbooks, equipment, and materials to be used in marketing courses; design a marketing curriculum; explain the philosophy and major issues in marketing education; plan, organize, and administer a marketing program in the secondary school; implement coordination techniques for the marketing program; identify the purposes of and effectively work with a marketing advisory committee; manage the marketing student organization chapter; incorporate career guidance into the marketing program; demonstrate a basic understanding of computer hardware and software appropriate for the marketing program; and develop a marketing plan for the marketing program in the secondary school.
     
  3. Provide preparation in the subject matter concentration in sufficient depth to develop competence in the required technical marketing areas.  Preparation includes competence in all of the following areas: economic foundations; human resource foundations; marketing and business foundations; distribution; financing; marketing-information management; product/service planning; promotion; purchasing; risk management; and selling.
     
  4. Provide an understanding of the foundations of career and technical education administration and evaluation of business and marketing programs.  Study includes the foundations of career and technical education from federal and state perspectives, trends in business and marketing and in education and the integration of business and marketing studies in the total school program.  The beginning teacher should be able to evaluate textbooks, equipment and materials to be used in business and marketing courses; design a business and marketing curriculum; explain the philosophy and major issues in business and marketing education; plan, organize and administer a business and marketing program in the middle and secondary schools; identify the purposes of and effectively work with a business and marketing advisory committee; manage the business and marketing education student organization chapter; develop a marketing plan for the marketing program in the middle and secondary school; explain the role of business and marketing education as a part of career-technical education and the total educational enterprise; and use data to make curriculum improvements.
     
  5. Provide an understanding of work-based learning.  Study includes different models of work-based learning and supervision and assessment of students within the different work-based learning environments.  The beginning teacher must be able to implement coordination techniques for the business and marketing program and incorporate career guidance into the business and marketing program.
     
  6. Provide a field-based clinical experience for the prospective business and marketing teacher to assume responsibility for the full range of teaching duties in an actual school situation under the supervision of qualified personnel from both the college/university and the cooperating school.  Prospective marketing teachers must achieve competence in general studies, background and enrichment in teaching, teaching/learning theory and specialty area studies prior to or during the field-based clinical experience.