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Program Development - Other Articles

Labor Statistics Support Business Administration Programs
    --April Miller and Jim Gleason

The MBA Research Business Administration curriculum model reflects input from hundreds of individual business leaders from throughout the nation.  And, while the MBA model provides strong guidance on curriculum for Business Administration programs in entrepreneurship, finance, hospitality, management, and marketing, employment data provide a different type of reference point.

We know that Business Administration is the number one declared major for first-year students in four-year colleges.  Nearly 20% of college freshmen are business majors!  This exceptional interest in college business classes would seem to be a strong argument for increasing the number of Business Administration courses in high school.  And, while college enrollment data make the case for high school business and marketing classes, employment data add still more to the argument.

In 2007, the Bureau of Labor Statistics made the following occupational employment projections through the year 2016:  

  • Employment in management, business, and financial occupations is projected to grow by 1.6 million jobs.  That’s additional career positions for which our Business Administration programs can begin preparing students.  The data:
    • In 2006, 15.4 million people were employed in these managerial fields. In 2016, the number of jobs is expected to increase 10.4% to 17.0 million.
    • Keep in mind that many of the Baby Boomers are expected to retire in the coming years. This will created millions more job openings. As a result, the total number of job openings due to industry growth and net replacements in these occupational fields is projected to be 4.6 million job positions.  That’s 4.6 million openings.  Compare this number with projections in other fields, and we have a strong argument for more and more substantive high school and college Business Administration programs.
  • Employment in business and financial operationsoccupations is projected to increase 16%.  Again, the data:
    • A total of 1.1 million new jobs will be created.
    • Employment in such occupations will grow from 6.6 million jobs to 7.7 million jobs.
    • The total number of job openings due to growth and net replacements is expected to be 2.2 million job positions.
  • Sales and related occupations are expected to grow 7.6%.
    • Employment in 2006 was 16.0 million people. By 2016, that number is expected to grow by 1.2 million to 17.2 million jobs.
    • The total number of job openings due to growth and net replacements is expected to be 6.2 million by 2016.
  • Office and administrative support occupations are projected to increase 7.2% from 24.3 million jobs to 26.1 million jobs.
    • That amounts to 1.8 million new jobs.
    • The total number of job openings due to growth and net replacements in these occupations is expected to be 7.4 million by 2016.
  • Although some STEM experts, such as those participating in the STEM Workforce Data Project, categorize market research as a STEM-related field, market research is much more closely aligned with the business-related occupational fields.  Although small in comparison with other managerial careers, market research offers both a substantial career opportunity anda strong background for other business careers.
    • The number of market and survey researchers is expected to increase 19% from 0.26 million jobs to 0.31 million jobs.
    • Total job openings due to growth and net replacements is expected to be 0.7 million jobs by 2016.
  • When these numbers are combined, it is clear that the Bureau of Labor Statistics expects 5.75 million new jobs to be created in business-related occupations by 2016.
  • When net replacements are added to this number, the total number of job openings in business-related occupations is projected to be 21.1 million by 2016.
  • Employment in business-related fields is expected to rise for several specific reasons, including:
    • A rise in the total number of businesses
    • An increased emphasis on customer service
    • More financial reporting regulations
    • More individuals investing in individual retirement accounts
  • The Bureau of Labor Statistics calls out the following STEM-related occupations in its data:
    • Computer and mathematical science occupations
      • Computer and mathematical science jobs are expected to increase 24.8% by 2016, which will result in 0.8 million new jobs.
      • The total number of job openings due to growth and net replacements in these occupations is expected to be 1.6 million by 2016.  
    • Architecture and engineering occupations
      • Architecture and engineering jobs are expected to increase 10.4 % by 2016, which will result in 0.3 million new jobs.
      • Total number of job openings due to growth and net replacements is expected to be 0.9 million by 2016.  
    • Life, physical, and social science occupations
      • Life, physical, and social science jobs are expected to increase 14.4%, resulting in 0.2 million new jobs.
      • The total number of job openings due to growth and net replacements in these fields is projected to be 0.5 million by 2016.
  • Therefore, the Bureau of Labor Statistics expects 1.3 million new jobs to be created in STEM-related occupations by 2016.
  • When net replacements are added to this number, the total number of job openings in STEM-related occupations is projected to be 3 million by 2016.


Although few would question the importance of STEM-related careers, nor the need for better teaching of science, technology, engineering, and math, it should be apparent that far more of our high school student population will find careers in business than will enter the STEM world.

As school administrators make decisions about local Career-Tech (CTE) programs, and as policymakers consider the nature of both academic and CTE curricula, all need to consider the interests of our teens and the likelihood of any given curriculum having real impact on their futures.  When college and employment data are considered, the need for strong Business Administration curricula, including entrepreneurship, finance, hospitality, management/administration, and marketing, should be readily apparent.

April Miller, Senior Research Associate, MBA Research, compiled data for this article.  Her sources included:

Commission on Professionals in Science and Technology. (n.d.). STEM employment forecasts and distributions among employment sectors. Retrieved August 4, 2009.
Dohm, A., & Shniper, L. (2007, November). Occupational employment projections to 2016. Monthly Labor Review, 86-105.

James R. Gleason, Ph.D., is President/CEO of MBA Research and Curriculum Center.

BOWLING GREEN, OHIO – In a groundbreaking collaboration, MBA Research’s High School of Business™ program and Bowling Green State University have joined forces to bring expanded services to students participating in the accelerated high school business program.

MBA Research and Curriculum Center, which developed High School of Business™, and Bowling Green State University’s College of Business Administration signed an Affiliation Agreement on Monday, May 21 in Bowling Green, Ohio. According to the agreement, students who complete the high school program may earn up to six hours of college credit at Bowling Green State University.

“This first-in-the-nation partnership creates a very special opportunity for our High School of Business™ Career-Tech students throughout the country, particularly given the stature of BGSU and its College of Business,” Dr. James Gleason, President/CEO of MBA Research, said. “Students completing this very rigorous Career-Tech program can enter Bowling Green with both academic credits and, of equal importance, a solid understanding of the career field in which they will study.”

The High School Business™ is a college-like high school business program. Approximately 2,200 students are enrolled in the program nationwide.

“The High School of Business allows us to support business education at the high school level and at the same time offer the opportunity for students to smoothly continue their business education at Bowling Green,” Dr. John Hoag, acting Interim Dean of the College of Business, said. “Students completing this program can earn up to six credit hours of college credit which helps move them along their way to a degree. This program is quite unique, and we are looking forward to working with the High School of Business in this endeavor.”

High School of Business™ was created in 2007 after educators and administrators voiced concerns that high school students planning to major in business administration in college did not have access to accelerated courses in their high schools. As a result, the career technical education program was launched in five pilot schools. Today, the program has grown to 48 participating high schools across 15 states. The program is headquartered in Columbus, Ohio, and is funded and operated by a consortium of 35 state education departments.

The hands-on program prepares students to excel in college business administration programs, such as those offered at Bowling Green State University’s College of Business Administration. High School of Business™ students dive into real projects via project-based learning – an educational method in which students learn concepts while completing projects that often involve collaboration with local businesses.

“We hope that the MBA Research partnership with BGSU will create new opportunities for both organizations as we work to recognize the rigorous program of study completed by Career Tech students earning High School of Business™ certification,” Gleason said.

Through the Eyes of an Administrator: The Why and How of High School of Business

The following is an email interview that took place in September 2011 between Dale Hoerauf, CTE Director of Bismarck Public Schools in Bismarck, North Dakota, and Lisa Berkey, Program Director of High School of Business. First, some background information:
 
  • Bismarck Schools joined High School of Business in 2010/11
  • Initially, two school buildings (grades 10-12) were involved
  • In 2011/12, two junior high buildings (9th graders) were added to offer the Leadership and Wealth Management courses.
  • Two teachers at each high school are enrolled in High School of Business’ summer and fall professional development sessions. One teacher at each junior high will receive training for the two courses mentioned above only.
  • As is required of all High School of Business sites, Bismarck’s program is led by a local steering team comprised of post-secondary faculty, local business professionals, and high school faculty and administrators.
  • College credit agreements are in progress with local institutions.

Lisa Berkey: Thinking back to when you first heard about High School of Business. What piqued your interest? What did the program appear to offer that you, as an administrator, found important?
Dale Hoerauf: My interest was piqued when I saw and understood it was a solid curriculum designed around projects for students.  Quite frankly our programs were not very project based at the time.  We were doing some activities but were not project based.

LB: How has High School of Business contributed to your school’s business/marketing education program?
DH:  We have raised the level of understanding in our school’s business/marketing programs.  We had not been attracting some of the higher level students in the past because I believe they did not see the relevance.  That is changing.

LB: What advice would you give other administrators who are deciding whether to implement the program?
DH: My advice would be to make sure you plan a budget for the HSB and that this is not going to be a one-time “shot in the arm.”  Get community and chamber of commerce involved, and they will be your best supporters.  Most important is the 9th grade classes (Wealth Management and Leadership) so you can begin the journey through the HSB courses.

LB: Has the program improved your relationships with your local business community? Area colleges and universities?
DH: It has greatly improved our relationships with colleges. They also see the relevance of what we are teaching and now want to sit at the table with us to discuss Dual Credit. The monthly steering team meetings have been a good way of staying in contact with the Chamber.

LB: Please add any other comments you believe would be helpful for administrators who are considering the program.
DH: My last comment would be the collaboration time our HSB teachers have spent since HSB was adopted in Bismarck. Our district has implemented PLC’s (Professional Learning Communities). High School of Business was and is based off the PLC model. Except it takes it one step further by collaborating with other schools around the nation and businesses in the community.

Why aren’t there computer courses in the High School of Business program?

As students become computer savvy at earlier ages, we believe that many of them will arrive in high school with basic Microsoft Office skills.  In addition, most students are capable of learning these skills as they need them in courses.  The following quote sums up this philosophy:

If you try to separate "computer class" from the rest of the curriculum, students might learn "computer", but the real goal should be to teach them to use it as a tool, just like pencil and paper, crayons, calculators, and so forth.
-- Lynn Ewing, Chenowith Schools, Oregon

My school operates using a block schedule, and the High School of Business™ courses are designed as 50-minute semester courses.  Is there a remedy?

Yes.  We recommend that courses be grouped in pairs to fit block schedules.  The High School of Business™ Handbook offers sample schedules for consideration.

My school is small. Will HSB work here?

Yes, but consider the following in your planning process: 
  • Students work in teams frequently. Teams need at least 3 members, so the curriculum can work in a class as small as 3.
  • If your school requires a minimum enrollment for a course to be offered, know that schools participating in HSB must "offer the courses in a manner in which a student can complete the program prior to graduating".  If classes are not offered due to low enrollment, that could be a problem.
  • The role of the counselor(s) is crucial in all schools, but in particular small schools where HSB will be limited to one section per semester. Courses must be scheduled so students can take them or your HSB cohort will shrink.  For example, if band/choir is scheduled at same time as the only section of HSB, that could be a conflict for students.
  • HSB projects include frequent interaction with local business professionals. What is your business community like? If your town is small, fruitful connections become even more important because you'll have a limited number of people to call on. 
  • Cultivating relationships with parents is crucial. Strong parents in a small community can assist the teacher(s) and the program with finding guest speakers, internship hosts, promoting the value of the program, etc.
  • Career-tech student organizations (DECA, FBLA, BPA) are a good complement to the HSB curriculum. They also add competition excitement that encourages students to stay in your programs. 

 

As with any school, setting up valuable benefits for students who complete HSB will encourage more students to complete the program. Most schools have aligned High School of Business™ courses with a local college for credit. HSB provides documentation of that precedent that is a powerful conversation starter between schools who join the program and a local college. Other benefits could be designating HSB courses as weighted or honors-level, setting up scholarships with local colleges, offering educational field trips to businesses or even somewhere like the NYSE.

Where are the accounting courses?

In keeping with the spirit of project and problem-based pedagogy, decision-making from a managerial accounting viewpoint is a key part of the Principles of Finance course.  Through learning the “whys” of accounting before the “hows” of debits and credits, students will learn to think critically regarding accounting and financial decisions.  In addition, the project-based nature of High School of Business™ courses lends naturally to solving cross-functional problems.  Therefore, students will analyze business problems using accounting and financial information in several of the courses.  Those students who wish to become accountants will go on to post-secondary training, where the mechanics of debits and credits are covered extensively. 

Can my Perkins funding dollars be applied to High School of Business?

The guidelines for the Carl D. Perkins Vocational and Technical Education Act are in keeping with the policies, procedures, and philosophies of High School of Business™.  That being said, the federal government has charged each state with interpreting Perkins.  Therefore, schools should check with their state departments of education to verify that Perkins funding will apply to the High School of Business™ program.

Do the core course faculty really need to attend professional development?  What if a teacher has years of experience teaching a similar course?

It is important, and indeed required, that each teacher attend both Pedagogy Training and Course Content Training prior to teaching High School of Business™ courses.  There are several reasons for this: a) the project and problem-based pedagogy is new or modified for most teachers, b) the ever-changing business environment leads to frequent updates in course content.  For example, even teachers who have taught marketing for years will benefit from the timely content of Principles of Marketing training, and c) the tertiary goal of the training sessions is to build a network of teaching professionals that can work together to share problems, ideas, and successes throughout the school year.  They will form a cohort group that communicates online and in-person at future training sessions. 

How can I get my students interested in the program?  They have so many commitments already.

This question can be answered in two ways: a) why should a student be interested in the program?, and b) how can I generate awareness of the program? 

a) There are many reasons why a student should be interested in the program.  These include:

  • Near or at college-level curriculum prepares them for college.  This may not be the case with your school’s existing business and marketing programs.
  • A complete series of business administration courses ensures a solid preparation for college business programs.  In addition, having a program established (as opposed to stand-alone courses) gives purpose and focus to students’ elective choices.
  • Project and problem-based learning gets students actively involved in their education and can whet their appetites to learn more than in traditional classroom lecture settings
  • Team projects prepare students for the group projects they will face in college.
  • High School of Business™ is the ultimate answer to the age-old question, “how will I ever use this stuff?”
  • Though High School of Business™ is new, the program’s name will grow to mean “high-quality business education” to parents, colleges, etc.  Being part of this branded program is another avenue for adding weight/status to a student’s education.

 

b) How can educators generate awareness of the program?

  • Schools that participate in High School of Business™ will be provided with ideas and materials for generating awareness.  These include brochures, posters, sample letters to send students and parents, etc.
  • Hold informational sessions for students and parents during school and after school
  • Emphasize the college-prep aspects of the program to assist students and parents in understanding the purpose of enrolling in High School of Business™.

 

How do CTSOs fit in to the program?

CTSOs are a valuable part of many high school business and marketing programs.  MBA Research believes that the experiences students encounter in CTSOs can result in substantial growth in many areas.  Although High School of Business™ does not contain a CTSO component, schools are encouraged to explore these partnerships at a local level.

Tell me more about student assessments.

Every project in the High School of Business program (and there are over 30) includes a broad array of individual and team-based assessments. The most commonly used are weekly quizzes, project assessment rubrics, individual written reports, team oral presentations, and standards-focused work within the program's online learning management center. In addition, every course ends with a national third-party online examination. 

How do students complete the program? Is there a certification?

The High School of Business curriculum and its six end-of-course national exams, developed by MBA Research and Curriculum Center, are based on industry-validated standards and performance indicators. Backed by extensive business-based primary and secondary research, these challenging curriculum standards address current, relevant skills and knowledge needed by employees in the workplace. 

Students who successfully complete all six courses in the High School of Business program receive a certificate of achievement from MBA Research and Curriculum Center. 

Founded in 2007, the High School of Business program is recognized by post-secondary institutions across the U.S. as a rigorous, viable curriculum for college-bound students. As such, in accordance with Perkins IV, the High School of Business program can be viewed as the grades 10-12 component of a comprehensive secondary/post-secondary program of study culminating in an Associate or Baccalaureate degree. 

For district/states interested in an end-of-program exam, we suggest the ASK Business Institute's Fundamental Business Concepts exam.  More information can be found at www.askinstitute.org.

My school has some courses that are very similar to those in High School of Business™.  Can we keep these and add them into the program?

In order for students across the country to receive a consistent education, it is important for schools to implement the specialized High School of Business™ curriculum.  That will ensure that as the program grows, college admissions officers can be assured that a student completing High School of Business™ in Florida has received the same high-quality education as a student who completes the program in Idaho.  While High School of Business™ does not go as far as to say that schools may not add courses to the program, we do ask schools to proceed with caution.  All High School of Business™ students must complete the six required courses.  Adding courses beyond those may prevent students with full schedules from enrolling in the program at all.

May schools modify High School of Business™ courses?

Courses may only be modified by MBA Research. Teachers are encouraged to contact us directly with concerns about the curriculum or suggested changes.  As a national program, participating schools agree to maintain the quality standards and content of all the courses. Teachers may choose to add on to the materials provided for a High School of Business™ course, but must ensure that courses still meet the standards indicated.

Teachers and administrators at participating High School of Business™ schools -- please help us share the benefits of High School of Business™ with other schools. Below are materials you may choose to distribute at meetings, conferences, and events. 

Brochure - Program Overview

PowerPoint - Program Overview.  Includes presentation notes.

Ambassador Packets

If you'd prefer to receive printed materials for distribution, send your request here: This email address is being protected from spambots. You need JavaScript enabled to view it..  Include your mailing address and quantity of materials needed.  Your packet will also include two name tag ribbons and tips for explaining the High School of Business™ program to others.  Thank you!

Name tag ribbons

Red High School of Business™ ribbons that adhere to the bottom edge of conference name tags are available. Wear these at education conferences and meetings. Going to state, regional, or national student competitions? Order enough for all students, teachers, and administrators to wear while there. To order ribbons at no cost, email our shipping department: This email address is being protected from spambots. You need JavaScript enabled to view it..

With support from the Daniels Fund, MBA Research has released a new, challenging, ethical leadership course targeted at 8th or 9th graders and supporting learning outcomes such as:

  • The importance of ethics and ethical decision-making in all that they do
  • How and why ethics matter in the business community
  • Critical leadership skills that will add value in school right now, and in career and college as they get older


This new ethical leadership course will help younger students begin to understand what business is, what it takes to succeed in business, and how ethical leadership skills are used in business careers. Ultimately, participation in the course can help them visualize how their own interests may align with business careers, and how this first course can be a stepping stone to additional coursework in high school to better prepare them for a professional future in the business arena.

Pilot Sites:  A small number of schools will be invited to join a cadre group to fully implement the course, as designed, in the 2018-2019 academic year. Participants will work together this school year to prepare the course offering, recruit student enrollment, and prepare to offer the course next year.    

Training and expectations:

  • Required Hands-On! pre-conference workshop during the 2018 MBA Conclave addressing integration of ethical leadership in business administration curricula and additional selected sessions throughout the conference.
  • Additional training and support will be required via monthly conference calls 
  • Support of local administrator, including tentative approval of course offering in 2018-19, subject to final approval based on formal proposal to be developed by participating teacher per local school guidelines.
  • On-schedule progress, including local requirements, for new course offering
  • Full implementation during 18-19 school year
  • Final review and feedback, Spring, 2019
     

Benefit to teacher/school

  • Training and mentoring for implementing MBA research-based ethical leadership course and related instructional materials
  • Enrollment support (miscellaneous tools to be determined, in part by participating teachers)
  • All expenses paid for participation in the MBA Conclave, including travel, registration, and substitute teacher (maximum of $100/day), assuming:
    • Tentative course approval for local offering in 18-19
    • Full participation in pre-conference workshop
    • Participation in additional sessions specific to course implementation
  • $1,000 travel allowance for the MBA Conclave and registration fee waiver (with required presentation)
  • Reimbursement of documented, approved expenses required to support course implementation ($750 maximum).
  • Priority consideration for MBA Ethics Integration Specialist certification, including all non-duplicative benefits of associated activities.
  • Digital badge and full documentation of professional development activities
  • Graduate credit (additional costs for university and additional requirements per university policy)
     

To apply

  • Deadline:  All applications received prior to AUGUST 31 will be considered.  Thereafter, if spaces remain, applications will be reviewed as received.
  • Email This email address is being protected from spambots. You need JavaScript enabled to view it., SUBJECT: Ethics course pilot, with the following information:
    • Complete contact information
    • Brief description of your current course offerings
    • Brief description of you school, community setting, student body, etc.
    • Any specific issues or barriers you foresee relative to offering a new course
    • Brief description of your teaching/work experience (or attach resume)
    • Statements from appropriate school administrator:
      • Interest in offering the course in 18-19, subject to his/her final approval based on specific course details, etc.
      • Approval for travel to the 2018 Conclave and associated training (at no expense to the school)
    • Statement that you have cleared your calendar for the 2018 MBA Conclave and post-conference workshop 
    • IMPORTANT:  We will acknowledge receipt of your email.  Please follow up if you’ve not received acknowledgement within two business days.
    • We will arrange for a 1:1 phone interview to answer your questions and to determine if this pilot initiative is a good fit for your school and circumstances.

Industry-based Business/Marketing Education

More students will choose business than any other career, with the possible exception of health care.  Even within the STEM framework, you’ll find significant career opportunities.  Think market research, technical sales, finance, economics, accounting, etc. 

Build a comprehensive program that compliments and enhances STEM, STEAM, and comparable CTE initiatives:

  • Add a rigorous, research-based business administration program of study. 
  • Upgrade your legacy business/marketing programs to better align with core business skills.
  • Move beyond basic technology and computer apps to better align with college business majors and industry certification requirements.
  • Connect your CTSO activities with curricula and research-based standards.
  • Focus on those skills and concepts that will matter most to your students as they transition from high school to the real world.
  • Build a direct connection to industry-sponsored certifications.
  • Address workplace ready skills to strengthen work-based learning experiences and ensure that they are truly connected to the core business administration curriculum.
  • Embed ethical decision-making skills that are increasingly called out by human resource experts as critical to employment and progression in most career fields.


As your not-for-profit research partner, our team of researchers, writers, and professional development counselors is available to support your needs.   We can help.  Use our research and tools to do it yourself, or engage our staff to help design a custom program.  Consider:

  • Industry-validated standards, available free, provide the foundation that ensures your curricula will truly align with what industry says matters.  Our research efforts focus on careers in:
    • Entrepreneurship
    • Finance (including specialized pathways in banking, insurance, etc.)
    • Hospitality management
    • Management (including project management, administration, and more)
    • Marketing (including research, professional selling, brand management, etc.)  
  • Programs of Study, including two, three, and four-credit options and multiple levels of rigor to best meet your specific needs.   Free, frequently updated program of study models are available for entrepreneurship, finance, management, and marketing. 
  • Course Guides that provide specific week-by-week guidance to deliver on each program of study are tied directly to the research-based, industry-validated standards.  Guides are available free, compliments of a generous grant from the Daniels Foundation. 
  • Learning Modules (comprehensive lesson plans) ensure that day-to-day learning experiences are anchored by the validated standards and that all learning activities have meaningful outcomes connected to certifications and other proof of learning.  Some 300 up-to-date, research-based modules are available individually or as part of our comprehensive, online MBA Learning Center. Many are underwritten by the Daniels Fund grant and are available free.  
  • Certification/Proof of Learning completes the systems-based approach to program design that started by asking the business community what matters most.  Options range from micro-credentials (digital badges) approved in your local classroom, to comprehensive, business-sponsored credentials delivered via our A*S*K Business Institute (Institute for Assessment of the Skills and Knowledge of Business).


We can help!

Whether you’re ready to open a new program or simply want to strengthen your existing programs of study, we’re anxious to support your efforts.  Options include;

Let’s get started: Email your questions or needs to This email address is being protected from spambots. You need JavaScript enabled to view it. and we’ll get you in touch with the right person.

MBA Research is your not-for-profit partner whose mission is simply to support quality business administration programs through research, business engagement, and instructional design.  We’re operated by a consortium of 27 state education departments.  Learn more.

The MBA Advisory Network counsels the organization’s staff regarding work to support high school and college business and marketing education nationwide.  Advisers provide both structured and informal feedback on a wide range of national initiatives designed to ensure that local programs align curricula with needs of the business community with the ultimate goal of ensuring that high school and college graduates develop key skills critical to employability. 

Teachers selected for the network were screened on the basis of professional qualifications, including experience with contemporary business curricula, active support of an appropriate student organization such as BPA, DECA, or FBLA, engagement of the local business community, and proof-of-learning activities such as testing and realistic project work.

To maintain their positions in the network, teachers will undergo annual training and orientation and participate in a variety of distance-based activities including conference calls, webinars, and survey work.  Click here for the current Teacher Advisory Network webinar schedule.

In exchange for their participation in the unpaid advisory network, advisers’ schools will receive a number of direct benefits, including free access to the online MBA Learning Center, professional development activities for the adviser, and free use of various proof-of-learning assessments used nationally.

Teachers from throughout the nation were named to the network this spring and will serve three-year terms.  (Additional appointments will be made each spring.) Future Appointments

Weigh in with your ideas and suggestions regarding agenda topics or suggest areas for consideration by the Teacher Advisory Network.  Email This email address is being protected from spambots. You need JavaScript enabled to view it.

Appointees:

Appointed July 1, 2017
Willene Biere has been the Business Academy teacher/Director for the last 19 years at Canyon Springs High School in Moreno Valley. The Business Academy program is a California Partnership Academy (CPA) and is only one 17 academies to be a Lighthouse Academy. The senior level class has competed in several competitions with Virtual Enterprises and has come back with awards in Marketing Plan, catalog design, Venture Capital and job interview to name a few. Teaching is her second career; her background includes retail, banking and finance.  Willene received her master in Curriculum and Instruction at Concordia University in Irvine 2014. She also finished Leadership Development Institute in June 2015.

 

Appointed July 1, 2015
Dawn Brown has been a business/marketing teacher at Habersham Central High School in Georgia for nearly 20 years. During that time, she has achieved a specialist degree in education and two master’s degrees (in education and guidance counseling), while also working as a dual enrollment coordinator and completing a guidance and counseling internship. Named the GMEA Teacher of the Year in 2013, Dawn brings a wealth of knowledge and experience to our MBA Research Advisory Network.

 

 

Appointed July 1, 2017
Judy Brown, Mountain View Middle School (OR)
Bio coming soon! 

Appointed July 1, 2017
Holly Claborn is currently a Business & Marketing Education teacher at Clinton County Area Technology Center in Albany, KY. She has served as a FBLA advisor for 20 years, and under her leadership, students place regularly at regional, state, and national levels. Holly currently holds a Rank I in Education Leadership, M.A. in Secondary Education with Business Education minor, and B.S. in Business Education.

 

 

 

Appointed July 1, 2017
Judy Commers taught Marketing, Entrepreneurship, Sports Marketing and was a DECA Advisor in Indiana for 40 years, teaching at comprehensive high schools and a career center. She continues her career as an adjunct business instructor at Ivy Tech Community College of Indiana. During her career, Judy has been a strong supporter of MBA Research materials, and she believes attending Conclave is the best investment a teacher can make in his/her professional life. Judy authored Goodheart-Willcox’s Marketing Dynamics teacher edition textbook (and supplemental materials that accompany the text), and she co-authored the Entrepreneurship textbook.

 

 

Appointed July 1, 2015
Kelli Compton is a teacher and Business Program Leader at West Career and Technical Academy in Las Vegas, NV. Kelli spent 10 years in the private sector and then went on to complete her Master’s degree in Secondary Education Instruction at UNLV. 13 of her 14 years teaching, she has been an FBLA advisor, and under her leadership, students place regularly at FBLA State Conference competitions and have been in the top 10 in the nation. Kelli received the NV FBLA Adviser of the Year award in 2006, and she’s an active member on the NV ACTE board. She is a fifth year teacher in the High School of Business™ program.

 

Appointed July 1, 2015
Tammy Cyrus is a Business and Marketing Education teacher at South Central High School (NC).  She has received her National Board of Professional Teaching Standards (NBPTS) certification, her Master of Arts in Business Education (MaED) and holds her certification in School Administration.  Her professional experiences include working as adjunct faculty at Pitt Community College, working as a consultant with the North Carolina Department of Public Instruction, serving as Department Chairperson for the CTE Department, secretary of the School Improvement Team, mentoring beginning teachers, and working as a CTSO adviser for FBLA.

 

 

Appointed July 1, 2017
Corri Ellis is a teacher at Molalla High School (OR) and also teaches at Clackamas Community College. She is the FBLA chapter advisor and is proud to have one of her students serve as FBLA president for Oregon this year.  Prior to that she was the business teacher at Sterling Education and headed the business department for 36 schools across the US and Canada. Corri obtained her Bachelors degree in Business and Leadership from Marylhurst University, MAT from Marylhurst University, Masters in Administration from Concordia University of Chicago, and is currently working on her MBA. 

 

 

Appointed July 1, 2015
Terry Ertman is an IB Career Program Coordinator/Coach and teaches the Entrepreneurship Program of Study at Basic Academy of International Studies in Henderson, NV. Terry spent over 15 years in the private sector and then went on to complete her degree in Secondary Education Instruction at UNLV. She has been a DECA advisor, and under her leadership, students place regularly at the DECA State Conference competitions and move on to Nationals. Terry received the NV DECA Adviser of the Year award in 2015, and she’s an active member of NVACTE, ACTE, NBEA, CUE, NAIBWS (Nevada Association International Baccalaureate World Schools), and a Nevada DECA Board member. 

 

 

Appointed July 1, 2017
Adam Feazell is in his eighth year of teaching in Putnam County, WV. He started his career as a technology integration specialist in the elementary and middle grade levels, then spent the next 4 years as a business education and special education teacher. The past two years he has worked as a business/marketing education teacher. Adam attended WVU Institute of Technology’s Community College where he received his AS in Accounting, and then attended Marshall University to earn a BS in Business Education. He obtained an MA in Multi-Category Special Education and an MA in Leadership Studies. When he started teaching, Adam served as a school advisor for both FLBA and DECA. This is Adam’s second year as the West Virginia DECA’s Chartered Association Advisor. 

 

 

Appointed July 1, 2015
Dawn Friedrich has over 20 years’ experience teaching business education, serving at Wausa (Nebraska) Public School since 1997. She is an FBLA Advisor and a Board Member for Nebraska FBLA. She served as the Nebraska State BEA President and is currently its Webmaster. As the only business teacher in her school, Dawn teaches a wide range of classes from accounting to personal finance to information technology. She has been named a Gold Star Teacher for three years under W!se, the Financial Literacy Program. We welcome her to our National Advisory Network!

 

Appointed July 1, 2015
Kim Guest is currently a coordinator for online education experiences at Genesee Career Institute in Flint, Michigan. She is also a local CTE director as well as a former business and marketing teacher and DECA advisor. Kim has a Masters Degree in Curriculum and Administration with a concentration in CTE along with a Masters Degree in Education Technology. Kim has served on the Michigan Marketing Educators (MME) Board and is a past president. Kim was also a teacher leader for the Economics in Marketing initiative in the state. She has worked on various curriculum alignment projects and co-chairs the Michigan Summer Marketing Academy sponsored by MME. Kim has presented at numerous state and national conferences, most recently at Conclave.

 


 

Appointed July 1, 2017
Dre' Helms, Florence High School (MS)
Bio coming soon! 

Appointed July 1, 2016
Don Howell, Mountain View High School (ID)
Bio coming soon! 

Appointed July 1, 2017
Natalie Johnson started her teaching career in 2004 as a Business Education teacher and Career Programs Advisor in Burnaby, British Columbia, Canada. In 2006, Ms. Johnson moved to Aurora, Colorado and taught Business Education at Hinkley High School. She currently teaches in the Business and Marketing Pathway at Vista PEAK Preparatory for Aurora Public Schools. Being part of the Business Pathway allows Ms. Johnson to give students college credit in the business and marketing courses that she teaches. Ms. Johnson also started the school’s first DECA Chapter and student-based enterprise at Vista Peak Preparatory. 

Ms. Johnson received her Bachelors in Human Kinetics with a minor in Business from University of British Columbia (UBC). She then continued at UBC and completed her second Bachelors in Education with the focus on Physical Education and Business Education. She is currently enrolled at Regis University, where she is taking her Master's in Leadership.

Appointed July 1, 2017
Patricia LeCompte is the instructor of both Marketing Education and Hotel, Resort & Tourism Management at Monroe Career & Technical Institute in the Pocono Mountains of PA.  She has been actively involved in the development of the high school curriculum and textbook with the American Hotel & Lodging Association Educational Institute (AHLA-EI) and was honored as the AHLA-EI 2012 International High School Hospitality Teacher of the Year.  Patty has been recognized by the Pennsylvania Association of Career & Technical Educators as both Teacher of the Year and for having the Exemplary Program of the Year.

Honored as the 2017 Pennsylvania DECA Advisor of the Year, Patty has been active in the CTSO since she served as a three term New York DECA State Officer.  Her late husband Don was also a Past State President, as was their son Donald more recently.  Keeping it in the family, her son is widely known as “DECA Donald” and is the Immediate Past Executive/International President of DECA.

The LeComptes owned and operated a 1000 seat catering facility in the New York area where Patty served as General Manager and Maitre d’.  She has taught high school level, community college and university level courses.  In additional to multiple classroom teaching licenses, Patty is certified as a K-12 Principal as well as Vocational Director.  

Appointed July 1, 2015
Lacee Manus is a Marketing Education teacher at La Cueva High School in Albuquerque, NM. She has a bachelor’s degree in marketing and a master’s degree in Secondary Education. Lacee has served on the NM ACTE Board for the past 4 years as well as the NM DECA Board for the past 8 years.  After being elected as the NM DECA Teacher of the Year in 2013, Lacee also assisted in developing the Marketing Curriculum for NM Marketing teachers (with the help of MBA Research of course). 

 

 

 

Appointed July 1, 2017
Nina Merget is currently a business/marketing teacher at Harrison High School in Farmington Hills, Michigan. She also serves as the DECA Advisor and Work-Based Learning Coordinator. Her students operate the "Hawk's Nest" school store, a Gold-Certified DECA School-Based Enterprise. Nina holds a master's degree in curriculum and instruction as well as a bachelor's degree in marketing from Michigan State University. Prior to becoming an educator, Nina worked as a sales and marketing professional in the oil industry. Nina is an active member of the Michigan Marketing Educator's association and is currently president. She has been co-chair of the annual fall professional development conference, frequently she taught a variety of breakout sessions, and she coordinated several other curriculum-related projects for the membership. Nina is a founding member of the Oakland County Marketing Referent Group and has led the efforts to encourage teachers from throughout the county to collaborate and share best practices. Lastly, she has chaired the Oakland County Marketing Advisory Committee for the past three years.

Appointed July 1, 2016
Jennifer Milke is a Marketing, Small Business, and Personal Finance teacher, as well as a DECA advisor at Henry Ford II High School in Sterling Heights, MI. Jennifer received her BS in secondary education from Central Michigan University and is vocationally certified in marketing and business. She received her Master’s in public administration with an emphasis in educational administration at the University of Michigan Flint. She became an International DECA Certified Trainer in 2012 and trained teachers at the the state and regional levels. She has been on the Michigan Marketing Educators (MME) Board since 2009, and served as the president and secretary. In 2010, Jennifer received the Dr. Jack T. Humbert New Professional of the Year Award. She was selected as a lead teacher for the Michigan Department of Education (MDE) Marketing in Economics Curriculum Integration Grant administered through Berrien RESA. Her leadership resulted in the development of 45 lesson plans aligned to the State’s economics standards allowing teachers to grant state graduation credit through State Approved Marketing Education Programs.

 

Appointed July 1, 2017
Will Morgan is a national instructor for the High School of Business program at Eastern High School (KY) and a retired Army Warrant Officer who specialized in budget management and managed a culturally diverse workforce of military and civilian employees. After the Army, Will worked in manufacturing, specializing in supply chain management, special projects operations, budget management and staffing large complex departments. Will later entered the world of academia as a high school instructor and part-time facilitator with University of Phoenix. Will has instructed courses ranging from web design, German language, critical thinking, finance and marketing, to action research. Will utilizes his educational background which includes a bachelor’s, master’s and doctoral work in management, seeking personal and professional improvement while sharing with others. 

 

Appointed July 1, 2017
Elizabeth Mosher has worked in education since 2001. She has taught Career Focused Education for Farmington Public Schools (MI) and has experience in both cross walking curriculums with other disciplines and the common core. During this time Liz was a member of Michigan Marketing Educators and served the role as President and as well as chairing the Fall (Spring) Conference(s). She also served as both DECA District 6 Representative and DECA Planning and Budget Representative. Elizabeth served as the Assistant Principal for Lakeland HS and in the Huron Valley School District. Major accomplishments there were rebuilding the culture, using staff resources efficiently and effectively, leading the school for AdvancED accreditation and continued growth and improvement in the school and instructional practices. She currently holds the title of Director of Secondary Education for Plymouth-Canton Community Schools. In this role, she oversees and supports administrators and the CTE and STEM Coordinator, creates and plans professional learning, works in building leadership capacity, developing building culture, and implementing continuous school improvement.  

 

Appointed July 1, 2017
Chris Pendleton is a business teacher at Hidden Valley High School in Oregon and is the founder and Executive Director of the Josephine County Foundation.  He is an advisor for FBLA and has presented at numerous conferences.  Chris brings his experience in E-Learning, leadership, faculty management, designing and teaching online courses, and developing unique instructional strategies that include embedding emerging technology with academic content.

 

 

 

Appointed July 1, 2017
Tony Raffetto has been teaching Business classes in Northern California for over 20 years. He is currently a Business Teacher at Wilcox High School in Santa Clara, CA. He has started a financial literacy course for the first time in our district and is currently implementing a Business Pathway at Wilcox. Tony is also the Co-Adviser for the DECA chapter at the school. When the school day is over he coaches basketball. He has been the head coach at San Mateo High School and at Skyline College. He had very successful records and won championships at both places. He is currently an assistant basketball coach at West Valley College.

 

 

 

Appointed July 1, 2016
Sarah Schau, Westside High School (NE)
Bio coming soon! 

Appointed July 1, 2017
Mary K. Schiefer is a High School of Business Teacher at Pomona Senior High School (CO) where she has been teaching since 2000. She currently serves as Business Department Manager and designed and implemented courses to teach Web Site Development and Web Site Management. She facilitates the student management of Pomona High School's website and is the sponsor of the DECA and FBLA chapters at her school. She also operates the school store. She has her Master’s degree from Colorado Christian University with an emphasis in integrating technology into the classsroom and her Bachelor’s from Iowa State University.

 

 

 

Appointed July 1, 2015
Susan Schutte is a Marketing Instructor at Akron East High Community Learning Center (OH).  She is a trustee for Ohio DECA Executive Council, a member of the Ohio Marketing Education Leadership Council and has received the Ohio ACTE Marketing Division Distinguished Service Award.  Susan also advises National Honor Society, and is a support instructor for Stark State University’s Dual-Enrollment Program with Akron Public Schools.

 

 

Appointed July 1, 2017
Nadine Scott is a Marketing Instructor and DECA Advisor for the Penta Career Center at Oak Harbor High School in Oak Harbor, Ohio. Over the past twenty years, she has taught several courses and is currently teaching Digital Marketing, Integrated Marketing, Marketing Applications and Strategic Entrepreneurship. Mrs. Scott holds two bachelor’s degrees from Bowling Green State University in business and secondary education. She received her Master’s degree in business administration from Ashland University. Her work experience also includes eleven years in the financial services industry and teaching at a local community college. Nadine’s leadership roles include Ohio Marketing Education Association executive board where she has held the titles of membership chair and president. For the past ten years, Nadine has been a co-chair for DECA District 2 and has been instrumental in organizing several DECA events. She has been a top-ten honored educator for Ottawa County on three separate occasions. In 2012, she received the Ohio ACTE Outstanding CTE Professional in Community Service. 

Appointed July 1, 2015
Susan Seuferer is a business teacher at Chariton High School in Iowa, where she has taught since 2002 (though she’s been a business teacher far longer). She has also been a facilitator of computer classes at Indian Hills Community College since 1997. Being very involved in FBLA as a school advisor, as a state committee member, and as the state conference coordinator, Susan also finds time to chair various committees in the Iowa Business Education Association. All of that activity and experience makes us sure she will be a great asset to the MBA Research Advisory Network!

 

 

 

Appointed July 1, 2016
Dr. Ann Stewart spent 25 years in the business world before turning her attention to education. As a marketing and entrepreneurship teacher, Ann facilitated the development and opening of the first full service in-school coffee shop in the district and the first high school business to have full membership in the Rutherford County Chamber of Commerce. As the CTE Department Chair at Stewarts Creek High School, she is the Director of the Entrepreneurship Center for the school, a four-year entrepreneurship curriculum for non-marketing students. Ann has also been a DECA advisor for twelve years. She has had many students place in the Top 10 and Top 20 at DECA's International Career Development Conferences (ICDC), and has even had 1st - 3rd place winners. Ann received her doctorate from Tennessee State University in 2013 with a dissertation entitled A Mixed Methods Study of Service Learning in a Public High School

 

Appointed July 1, 2017
Nicole Thurman teaches business classes at Drexel High School in Missouri and computer/technology classes at Drexel Elementary School. She has a Bachelor of Science in Business Administration with an emphasis in Marketing and a minor in Art from the University of Missouri, Columbia. She also has a Masters of Education in Secondary Education from Rockhurst University, Kansas City. Prior to becoming an educator, she worked in the health and tech industries. She is a current member of NBEA and MOACTE. At Drexel, she is the FBLA Adviser and is involved in the School Improvement Team and Technology Team.

 

 

Appointed July 1, 2015
Carol Von Tersch has been a teacher in Iowa for over 25 years. In that time, she’s been teaching business education while also coaching and mentoring other teachers and facilitating CTE instruction throughout her department. Carol is a DECA Advisor, and she serves at Iowa’s DECA Administrative Council Chair. We are happy to welcome her to MBA Research’s Advisory Network team!

 

 

 

 

Appointed July 1, 2016
Sandra Wheeler currently teaches business and graphic design courses at Kuna High School in Idaho. She is the lead instructor for the business and graphic arts department as well as the lead advisor for BPA. She is also serving on the business administration (HSB) state curriculum alignment committee.

 

 

 

 

Appointed July 1, 2017
Shakema Wilson is entering her 20th year as a business and marketing teacher at North Brunswick High School in North Carolina.  She has been a club advisor for both DECA and FBLA and also serves as the recording secretary for the teacher professional organization North Carolina Association for Career and Technical Education.

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