Marketing Seminar

MARKETING SEMINAR Class of 2008 Business & Marketing Department Beaverton High School Beaverton, Oregon TABLE OF CONTENTS

Mission Statement Letter to Seniors & Families Marketing Seminar Timeline Expectations & Responsibilities

PART 1: Topic Selection Topic Opportunities Parental Acknowledgement Form Letter of Intent Sample Letter Journal Requirements

PART 2: Field Exploration & Experience Fieldwork Overview Personal Interview Guidelines Interview Evaluation Form Fieldwork Time Log Friday Follow-Up Requirement

PART 3: Written Paper Formation & Review Preliminary Outline Introduction with Research Notes & Bibliography Written Paper Overview Written Paper Requirements Self-Evaluation Checklist Peer Review Form

PART 4: Presentation Development & Practice Presentation Overview & Requirements Presentation Rubric Board Presentation Rubric Board of Advisors

PART 5: Field Studies Information Field Trip Requirement Job Search Activity College Planning Guide Career Exploration Presentation

Grading Criteria

How to Contact Marketing Seminar Advisors

Appendix 1: DECA Event Descriptions & Guidelines

Marketing Seminar Student Handbook 1 Beaverton High School ● Beaverton, OR MISSION STATEMENT

Marketing Seminar is a one-year experience that provides students in the Business & Marketing program with the opportunity to demonstrate mastery of their theoretical knowledge and skills acquired during their prior coursework at Beaverton High School through content-related learning experiences in a practical and meaningful context.

The goal of Marketing Seminar is to empower students to focus their education on an environment, industry, or subject area that intrigues and captivates them while expanding learning beyond the traditional walls of a classroom.

By the end of the Marketing Seminar experience, students will research, analyze, and develop a comprehensive project based on fieldwork and fueled with determination and hard work, the results of which will include a thorough understanding of their specified topic of choice through experiential activities, participation in state competition showcasing their achievements, acknowledgment of their efforts and successes by peers, staff, family, and the community, and knowledge that comes only from truly immersing themselves in the industry and becoming part of the Business & Marketing world.

Marketing Seminar Student Handbook 2 Beaverton High School ● Beaverton, OR Dear Marketing Seminar Student & Family-

The Marketing Seminar course at Beaverton High School is a one-year experience that provides you with the opportunity to demonstrate mastery of the theoretical knowledge and skills you have acquired during your prior coursework at Beaverton High School through content-related learning experiences in a practical and meaningful context.

There exist five components to Marketing Seminar: 1. Research; 2. Fieldwork; 3. Implementation; 4. Written paper; and 5. Oral presentation.

As you progress through the first few weeks of the course, ask yourself a series of questions to narrow your focus… What areas of Business & Marketing interest you the most? In what capacity can you envision yourself working in the industry? Is there a topic about which you would like to know more? What subject area or career path do you wish to explore? As you collect your thoughts, keep in mind that your experience in this course will be dictated by you and you alone with only guidance and suggestions coming from your classmates and Advisors, and as such, selection of your topic will become the critical first step in making this process as satisfying and rewarding as possible.

The opportunity to guide your learning is a unique experience that only a few select students are able to enjoy. For this reason, we, as Advisors, are not here to assign you a project or tell how to complete it. We are giving you the complete power to control your education inside and outside of the classroom. Throughout the year, we will provide continuous support and encouragement as well as a critical eye when you wish.

This handbook outlines the expectations and requirements that are the foundation of the Marketing Seminar experience, and we will remind you about deadlines as they approach throughout the year. Please keep this handbook with you at all times in case you need to reference it for any reason.

We look forward to sharing this distinctive learning experience with you, and we will provide you with the tools to make the most of this opportunity. Embrace the challenges that will come your way, and remember that learning occurs in many ways, shapes, and forms. If you have any questions and/or concerns, please contact us without hesitation. We are here to help you…good luck!

Stacey Stiffler-Armstrong Emily Ramberg Marketing Seminar Advisor Marketing Seminar Advisor

Marketing Seminar Student Handbook 3 Beaverton High School ● Beaverton, OR MARKETING SEMINAR TIMELINE

Date Event/Responsibility

 Tuesday, Sept. 4 Marketing Seminar Student Handbooks distributed  Sept. 5 & Sept. 6 Overview of community expectations, protocols, & etiquette  Friday, Sept. 7 DUE: Parental Acknowledgement Form, off-campus permission slips, & transportation forms  Friday, Sept. 14 DUE: Topic Selection & Letter of Intent

 Sept. 10 – Sept. 21 Class research  Friday, Sept. 21 DUE: Preliminary Outline  Monday, Sept. 24 Off-campus fieldwork begins  Friday, Oct. 5 Journal #1  Friday, Oct. 19 DUE: Introduction with Research Notes & first draft of Bibliography  Friday, Nov. 16 Journal #2

 Monday, Dec. 17 DUE: First Draft of Written Paper  Dec. 17 – Dec. 20 Peer reviewing  Thursday, Dec. 20 DUE: Three (3) Peer Review Forms  Jan. 7 – Jan. 11 Editing & revisions  Friday, Jan. 11 DUE: Final Written Paper  Friday, Jan. 11 Journal #3

 Wednesday, Jan. 16 DUE: Draft of presentation  Jan. 17 – Jan. 24 Class Presentations  Friday, Jan. 25 Journal #4  Jan. 29 – Feb. 3 DECA NYC Field Trip  Feb. 4 – 8th Board Editing & revisions  Feb. 11 – Feb. 15 Board Presentations  Thursday, Feb. 21 Journal #5

 Feb. 24 – Feb. 26 DECA State Competition

 Monday, March 3 Field Studies begin  Thursday, March 13 DUE: Field Trip Requirement

 April 26 – April 29 DECA Internationals – Atlanta, GA

 Wednesday, May 28 Class final: Journal #6

*Due every Friday: Friday Follow-Up with minimum one (1) Fieldwork experience

Marketing Seminar Student Handbook 4 Beaverton High School ● Beaverton, OR EXPECTATIONS & RESPONSIBILITIES

As a member of the Marketing Seminar course, you earn certain privileges not experienced by other members of the student body at Beaverton High School. With these rights, however, come very specific expectations and responsibilities as you represent the best of the best in the Business & Marketing program and will represent our standards of excellence within the classroom, school, and community.

Attendance  You will attend all class periods unless you have an excused absence. o Unexcused absences will NOT be tolerated.  You will attend all scheduled meeting, interviews, job shadows, internships/ externships in the community unless you give your contact a minimum of 48 hours notice. Punctuality  You will arrive to class on time or early.  You will arrive to your community appointments on time or early. Participation  You will use class time effectively and efficiently.  You will integrate your learning experiences into the classroom through involvement in discussions. Professionalism  You will be prepared for all community experiences.  You will dress professionally for all community experiences. o No sneakers, exposed skin, or visible undergarments.  You will act respectfully toward all community contacts, including: o No cell phones; TURNED OFF! o Positive and proper communication; and o Active listening and questioning. Communication  You will differentiate between communication styles at BHS and community experiences. Respect  You will respect your peers, teachers, and community contacts and supervisors at the same professional level.  You will respect the rules of the classroom and school as they relate to technology, attendance, and off-campus privileges.

Any violation of these expectations will result in loss of privilege with fieldwork, deduction of points, and/or possible dismissal from the course.

Always keep in mind that you are BHS in the eyes of our community members, and they expect and deserve the very best that you have to offer at all times.

Marketing Seminar Student Handbook 5 Beaverton High School ● Beaverton, OR PART 1: TOPIC SELECTION

Marketing Seminar Student Handbook 6 Beaverton High School ● Beaverton, OR TOPIC SELECTION

The selection of your Marketing Seminar topic is a process that merits a great amount of thought and evaluation. Our only requirements are that:  it falls within one of the Topic Opportunities;  it is ethical and legal;  it interests you in terms of potential career opportunities;  your parents agree with it; and  it challenges you.

In our opinion, those people who take time to consider their options and discuss their ideas with friends, family members, and teachers will find their Marketing Seminar experience to be immensely exciting, educational, and rewarding. On the contrary, those people who make quick and easy decisions and who choose not to push themselves will not find the process to be as fulfilling and worthwhile.

Here are our suggestions for selecting your topic:  Select a topic that inspires you… Consider possible career fields, previous experience, and unique opportunities that you find compelling.  Dare to dream… Anything is possible when you make it realistic. Make a list of your ideas, and then narrow down the options based on your ultimate goal and practical experiences and resources you will need.  Don’t be discouraged. If you find difficulty when selecting your topic, share your thoughts with people around you to receive their input.  Use existing contacts through your friends, family, and teachers… The people you know have a wealth of resources. Find out who has experience and/or contacts within your desired industry, and utilize those relationships to the best of your ability.  Approach potential community members personally… When you contact people in the community about job shadows, interviews, and/or intern- and externships, be professional in the way you communicate, dress, and behave. Talk with them in person; it is far more effective than a phone call.  Make it meaningful… This experience is about you pursuing something that intrigues you and inspires you to make it happen. When you select a topic that is challenging and motivational, your time spent developing and implementing your project will have both intrinsic and extrinsic rewards.

Marketing Seminar Student Handbook 7 Beaverton High School ● Beaverton, OR TOPIC OPPORTUNITIES

For the 2007-2008 school year, the following list provides you opportunities for topic selection based on the Competitive Events Listing for the DECA State Competition:

AL – Associates Level ML – Management Level

Marketing Research Events Business & Financial Services General Marketing Hospitality & Recreation Retail Marketing

Chapter Team Events Community Service Project Creative Marketing Project Entrepreneurship Promotion Project – To Be Announced Learn & Earn Project Public Relations Project

Marketing Representative Events Advertising Campaign Fashion Merchandising Promotion Plan Technical Sales Event

Business Management & Entrepreneurship Entrepreneurship Written International Business Plan Internet Marketing Business Plan Entrepreneurship Participating – Individual Entrepreneurship Participating – Franchising

*If you select an event/topic that you implement, you may work with a partner. These topics include the Chapter Team Events and some Market Research events. You must receive approval from the Advisors prior to beginning a partner project.

Marketing Seminar Student Handbook 8 Beaverton High School ● Beaverton, OR PARENTAL ACKNOWLEDGEMENT FORM

Due Date: Friday, September 7

Student Name: Date:

To the parents or guardians-

As a parent/guardian of a student in the Beaverton High School Marketing Seminar course, I am aware that my son or daughter is working on a senior capstone project that will culminate their learning experience in the Business & Marketing program.

I fully understand that the project selection is made by my student independently of the staff and administration of the school, but is subject to approval. The project selection is student- and parent-centered, and the project itself will require extensive research, fieldwork, and development in order to carry it through to its final stages. I, therefore, assume all responsibility to work with my student throughout this process as well as any risks and costs that may become part of the selected topic.

I will encourage my student to challenge himself or herself during topic selection, share any resources that may be of assistance, make periodic checks on the status of the project, and motivate from beginning to end in order to make this experience all the more meaningful for my son or daughter.

Parent/Guardian Name: Date:

Parent/Guardian Signature:

Parent/Guardian Email:

Student Signature:

Student Email:

Marketing Seminar Student Handbook 9 Beaverton High School ● Beaverton, OR LETTER OF INTENT

Due Date: Friday, September 14

Before you may begin to work on your Marketing Seminar project, you must propose your topic and receive approval. The proposal will be in the form of a one-page business letter, a Letter of Intent, and it will state how you intend to meet the requirements through research, fieldwork, and development of the final Written Paper and Board Presentation.

LETTER FORMAT REQUIREMENTS:  Letters of Intent must be typed and single-spaced.  Letters must be in 12-point Times, Bookman, or Georgia font.  Letters must be addressed to the “Marketing Seminar Advisors.”  Each paragraph must address a specific question with thorough explanation and sufficient detail…

First Paragraph: What is the topic or area of study that you select for your Marketing Seminar project? Why did you select this topic? What previous experience do you have, if any, with this area? How is this topic going to challenge you?

Second Paragraph: What will be the focus of your research as it relates to your topic? What areas within your topic have you identified for exploration? What questions do you have about your topic?

Third Paragraph: What will you do for your fieldwork? How will it assist you in the development of your project? Who will you contact for fieldwork experience? What do you hope to accomplish through fieldwork? Describe your planned fieldwork including your plans for the project.

Fourth Paragraph: What are the outcomes you anticipate from the project? How will your experience in the research, fieldwork, development, and implementation phases demonstrate your abilities in communication, problem solving, and professionalism?

*You cannot begin your fieldwork until your Letter of Intent has been approved.

Marketing Seminar Student Handbook 10 Beaverton High School ● Beaverton, OR SAMPLE LETTER

Single-spaced with 2-inch top margin & 1-inch side and bottom margins 12-point Times, Bookman, or Georgia

July 29, 2005 (QS-quadruple space)

Student Name Beaverton High School Student Address City, State Zip (QS)

Mrs. Emily Ramberg Mrs. Stacey Stiffler-Armstrong Marketing Seminar Advisors Beaverton High School 13000 SW 2nd Street Beaverton, OR 97005 (DS-double space)

Dear Marketing Seminar Advisors: (DS)

Paragraph 1 – Notice that everything is aligned with the left margin, and there are no indents anywhere on the page. Your text will be single-spaced; however, after completing each paragraph, you will double space down to the beginning of the following paragraph. (DS)

Paragraph 2 (DS)

Paragraph 3 (DS)

Paragraph 4 (DS)

Sincerely, (QS)

**sign here**

Typed Student Name

(This format will be used for all Marketing Seminar letters.)

Marketing Seminar Student Handbook 11 Beaverton High School ● Beaverton, OR JOURNAL REQUIREMENTS

Your project journals are a personal record of your experiences during your time in Marketing Seminar from beginning to end. They will be your first-person account of your efforts, trials, and tribulations as you work your way through topic selection, research, fieldwork, project development, DECA competition, and presentation preparation. Your journals will give the Advisors and board members insight into your thought processes and the hard work you put in to make your project come to life, and they will provide evidence of continual self- assessment throughout the school year.

During the course, you will turn in six (6) journal entries, usually due on the first Friday of the month. In these journals, you should include information about your thoughts, decisions, observations, dilemmas, solutions, and any “ah hah” moments that you experience.

All entries will be no more than one page in length and single-spaced with 1-inch margins using a 12-point Times, Bookman, or Georgia font. It is a reflective piece that provides you with the opportunity to evaluate your progress openly and honestly.

Your final journal entry, Journal #6, is a self-evaluation of your entire experience in Marketing Seminar. Some questions to consider are:  What were the goals of my project? Did I accomplish them?  What went well? What went poorly?  What could I have done differently to improve my project?  Did this project meet my expectations?  What am I the most proud of following the completion of my project?  What skills and knowledge did I acquire that will benefit me in the future?

These are only suggestions but we hope they will provide you with some topics to consider as you assess your learning process and the overall experience.

Marketing Seminar Student Handbook 12 Beaverton High School ● Beaverton, OR PART 2: FIELD EXPLORATION & EXPERIENCE

Marketing Seminar Student Handbook 13 Beaverton High School ● Beaverton, OR FIELDWORK OVERVIEW

What is Fieldwork? Fieldwork is the opportunity to take your learning outside of the classroom and into the community by teaming with individuals who work and/or have expertise in the area you selected for your project.

Unlike traditional research, fieldwork provides you with hands-on experience that can greatly benefit the development of your project by enriching your learning at a practical level. Fieldwork can take many different forms, and it will often not result in a tangible product. It will, however, provide you with a deeper understanding of the problems, solutions, operations, and expectations that occur within your area of interest.

Fieldwork Opportunities Fieldwork cannot be something you are already doing such a current job or extracurricular activity. Your fieldwork experience needs to challenge you to pursue information through observation and involvement, and it may include a combination of any or all of these opportunities:  observation;  job shadow;  interview;  internship; and/or  externship.

If you have any additional ideas, please approach your Advisor to discuss your thoughts and proposed activities.

Fieldwork Contacts You have the ability to contact community members who you think will be of assistance to you during the development of your project. You must, however, discuss each person who you wish to contact with an Advisor before initializing the process. When you make the initial phone call or visit, make sure to have a solid plan of your goals and objectives, and above everything else, be courteous and professional.

Fieldwork Documentation Throughout your fieldwork, you need to document your hours, dates, tasks/responsibilities, and thoughts on a Fieldwork Time Log sheet. Upon completion of your activity in the field, you must obtain a signature from your direct supervisor or contact at that location.

Fieldwork Requirement You are required to participate in fieldwork at least one time each week. Your fieldwork can consist of any of the previously mentioned examples, and you will receive a weekly grade for completion of this activity.

Marketing Seminar Student Handbook 14 Beaverton High School ● Beaverton, OR PERSONAL INTERVIEW GUIDELINES

A personal interview may be utilized as an integral component of your fieldwork. Information from the interview(s) may be included in your research and as one of your references on your Bibliography page.

During a personal interview, you will sit down face-to-face with someone or a group of people who have professional experience that could be of value to you and your project.

Because this is your interview, you will need to:  Set up the interview;  Develop and ask questions;  Record the information;  Distribute and collect an Interview Evaluation Form; and  Send a THANK YOU letter.

Personal interviews are a great way to network with executives in a field that interests you. They are also a very powerful primary research tool because they often provide information that you could not find elsewhere.

Pre-Interview When you make initial contact with your potential interview, you need to present yourself professional because the first impression can significantly impact his or her impression of you. The steps you should follow are:  Call the person you hope to interview;  Introduce yourself as a senior from BHS;  Explain the purpose of your project and the interview;  Tell the person about the kind of information you hope to discover;  Establish an appropriate time and place for the interview; and  Thank the person for agreeing to meet and help out your research process.

Interview Procedure Most of the work for the interview occurs before the interview itself actually takes place. Prior to the interview, you need to develop a list of interesting and information questions that you hope to elicit solid responses. Not only will this help you acquire the information you desire, it will also demonstrate to the interviewee that you put significant time and effort into preparation.

Once you have developed your questions, you will:  Call the person one day prior to your interview to confirm the meeting;  Write out the questions on a separate sheet of paper leaving yourself plenty of room to take notes;  Arrive early to the interview neatly dressed;  Introduce yourself upon meeting your interviewee with a strong handshake, eye contact, and a genuine smile;

Marketing Seminar Student Handbook 15 Beaverton High School ● Beaverton, OR  Speak slowly, clearly, and concisely, and listen carefully to the responses with positive body language;  Take studious notes, ask follow-up questions as necessary, and restate any direct quotes that you hope to use in your Written Paper in order to check for accuracy;  When you are finished, hand your subject an Interview Evaluation Form and a stamped envelope to Beaverton High School, attn: Emily Ramberg or attn: Stacey Stiffler-Armstrong; and  Thank the person for his or her time.

Post-Interview Within two days after the interview, you need to handwrite and send a thank you letter to the person you interviewed. Make sure to mention again that you appreciated him or her taking the time to meet with you, and include at least one specific piece of information that you found to be particularly insightful. Make two copies of the letter…one to send and one for your records. Also, be certain to follow the letter style format previously outlined in the handbook.

Marketing Seminar Student Handbook 16 Beaverton High School ● Beaverton, OR INTERVIEW EVALUATION FORM

For the student: Fill in the following information, and give it to the person who you interviewed. Collect it upon completion, or provide a stamped envelope addressed to: Beaverton High School, Attn: Emily Ramberg or Stacey Stiffler-Armstrong, 13000 SW 2nd Street, Beaverton, OR 97005

Student Name: Topic:

Interviewee: Occupation:

Address:

City, State, Zip Code: Phone:

For the interviewee: Thank you very much for volunteering your time to speak with a student about his or her Marketing Seminar topic. We do everything we can to make this learning experience as meaningful as possible, and we would appreciate it if you could spend a few moments filling out this form to evaluate the student.

1. Was the student on time for the interview? Yes No 2. Was the student prepared with questions? Yes No 3. Were the questions thoughtful and appropriate? Yes No 4. Was the student taking notes? Yes No 5. How long did the interview last? 6. Did you feel the interview provided valuable information? Yes No 7. Additional comments:

Signature: Date:

Thank you again for your time and assistance!

Marketing Seminar Student Handbook 17 Beaverton High School ● Beaverton, OR Marketing Seminar Student Handbook 18 Beaverton High School ● Beaverton, OR FIELDWORK TIME LOG

Student Name: Date:

Location: Hours:

Contact Name: Occupation:

Description of Fieldwork:

Thoughts:

How will you integrate this experience into your project?

Contact Signature: Date:

Marketing Seminar Student Handbook 19 Beaverton High School ● Beaverton, OR FRIDAY FOLLOW-UP REQUIREMENT

On the last day of class every week, you will complete and turn in a “Friday Follow-Up.” This one-page document will outline your activities completed during the week as well as your “to do” list for the next week.

Please bullet-point your document, and use the following format:

Name Date Marketing Seminar

FRIDAY FOLLOW-UP: Week of *include dates*

Monday  List activities

Tuesday  List activities

Wednesday  List activities

Thursday  List activities

Friday  List activities

FIELDWORK:  List fieldwork experiences

TO DO FOR NEXT WEEK:  List projects to be completed next week

Marketing Seminar Student Handbook 20 Beaverton High School ● Beaverton, OR PART 3: WRITTEN PAPER FORMATION & REVIEW

Marketing Seminar Student Handbook 21 Beaverton High School ● Beaverton, OR WRITTEN PAPER OVERVIEW

The Written Paper puts into words your experiences, ideas, and decisions about your particular topic and area of study. For that reason, you will submit multiple drafts and work with classmates to develop a clear and well-written final product that demonstrates the effort and dedication that you committed to your project.

Preliminary Outline Due: Friday, September 21

Introduction with Research Notes & Bibliography Due: Friday, October 19

First Draft Due: Monday, December 17

Three (3) Peer Review Forms Due: Thursday, December 20

Final Draft Due: Friday, January 11

Your first draft will begin to expand upon your outline with the body of the paper beginning to develop as you spend time in the field. After returning from Winter Vacation, you should have the first draft completed and ready to be reviewed by your peers.

After receiving their feedback in the Peer Review Forms, you should spend some time thinking about their comments and make any necessary adjustments as you work toward creating your final product. You may submit your paper to the Advisors for additional suggestions and revisions after you update it with the feedback from your peers prior to turning in your final draft.

When you submit your final draft, you will need to turn in two (2) hard copies, one of which will be submitted to the DECA competition and the other of which will be kept in our records and graded according to the rubric. Your final draft needs to be clear of typos, grammatical errors, and awkward speech, and it should clearly and succinctly describe your project according to the requirements for the written component. The final draft is worth 200 points.

Marketing Seminar Student Handbook 22 Beaverton High School ● Beaverton, OR WRITTEN PAPER REQUIREMENTS

Each draft of your Written Paper needs to pass all components of the Self- Evaluation, and meet all the requirements for your event, as dictated by the DECA guidelines specific to your event, and satisfy the following standardized specifications:

1. Paper – white, 8½ x 11-inch paper

2. Length – as dictated by DECA guidelines (either 10 pages or 30 pages)

3. Format – Title Page, Table of Contents, Executive Summary, Body, Bibliography, Appendix (optional)

4. Body – as dictated by DECA guidelines

5. Font – 12-point Times, Bookman, or Georgia

6. Margins – 1-inch top, bottom, left, right

7. Line spacing – double-spaced, not space-and-a-half  Exceptions: title page, table of contents, executive summary, bibliography, appendix, and exhibits (single-spaced)

8. Word spacing – standard

9. Page numbers – in sequence, starting with executive summary and ending with the final page in the appendix

10. Visual aids – must be embedded as digital files into text

11. Voice – third-person… no use of I, me, my, you, your, we, us, our  Exception: Learn & Earn

12. Sources – listed in a Bibliography, according to MLA style

13. Stapling – top left corner

Marketing Seminar Student Handbook 23 Beaverton High School ● Beaverton, OR PRELIMINARY OUTLINE

Following your topic selection and some initial research and fieldwork, you need to begin to organize the structure for your Written Paper based on the guidelines for your project. You will use this outline to build the body of your paper.

Your Preliminary Outline will follow the standard outlining format as stated in the DECA guidelines for your project:

I. Main heading #1 A. First level (single space between individual sections) 1. Second level 2. a. Third level b. B. 1. 2. a. b.

II. Main heading #2 (double space between main sections) And so on…

Remember that you must have at least two (2) subheadings at each level. For example, if there is an A, there must be at least a B; if there is a 1, there must be at least a 2. If you do not have the minimum necessary, do not include that subheading in your outline, OR expand your ideas for that section.

Creating an outline provides a structure for your paper. Use the DECA guidelines as the framework, and if you have questions about developing your outline, please ask an Advisor soon rather than later.

Marketing Seminar Student Handbook 24 Beaverton High School ● Beaverton, OR INTRODUCTION WITH RESEARCH NOTES & BIBLIOGRAPHY

Introduction The first few sentences of your Written Paper will introduce the reader to your project. It should, therefore, capture the attention of the reader and inspire them to continue exploring the written component of your project. The Introduction should consist of three to five (3-5) well-composed and thoughtful sentences that explain the key goals and objectives of your project as well as the desired outcomes. To quote a splendid hair care product, “You never get a second chance to make a first impression.”

Research Notes You will need to identify and take notes on at least ten (10) different sources from primary and secondary information resources. These secondary sources could include, but are not limited to, newspapers, magazines, reference books, trade publications, etc. At least two (3) of your sources must be interviews, and no more than five (5) of which may be from the Internet.

You may take notes using whatever kind of format that is the easiest for you to create and interpret given that most people have their own note-taking systems. Some ideas include:  notecards with direct citations including page number;  photocopied and highlighted pages that are labeled with key words from your outline; and  printouts with notations in the margins including the URL.

Make sure to write down all of the necessary information to include in your Bibliography list.

Bibliography Upon completion of your Research Notes, you will create a Bibliography page that lists each source from your research alphabetically, according to the MLA Style Guide located in the Appendix.

Helpful website to use when writing you Bibliography: www.easybib.com

Marketing Seminar Student Handbook 25 Beaverton High School ● Beaverton, OR SELF-EVALUATION CHECKLIST

Prior to submitting your Written Paper for peer review, you must evaluate your progress honestly and be able to answer YES to all of the following items. If you find that you answer NO to any, you must go back and make the necessary corrections before you proceed.

YES NO

______Paper is typed and follows DECA guidelines ______1-inch margins around paper, except where appropriate ______Title page is formatted correctly ______Body of paper is formatted correctly ______Pages are numbered properly ______Minimum of ten (10) sources in Bibliography ______At least two (2) interviews in Bibliography ______No more than 50 percent of sources from Internet in Bibliography ______Sources cited in the body of the paper use correct format ______Bibliography page is formatted correctly ______Paper is written in third person; no I, me, my, you, your, us, we, our ______Paper is correct length ______Paper has been run through Spell Check ______Paper has been run through Grammar Check ______Check punctuation ______Start each sentence with a capitol letter ______No sentences should start with A, An, And ______No sentence should start with the same word in the same paragraph ______No “dead” words; very, really, more, also ______Make sure the tense is consistent throughout each paragraph ______Read the paper out loud saying EACH word ______Check wording; accept/except, there/they’re/their, besides/beside ______No conjunctions ______Check for redundancies ______Use transitional phrases ______No slang terms

Marketing Seminar Student Handbook 26 Beaverton High School ● Beaverton, OR

PEER REVIEW FORM

After reading the paper once thoroughly, go through it a second time, and provide feedback for the writer according to the rubric below:

Student: Date:

Project:

Above Below High (5) Average (3) Fail (1) Average (4) Average (2)

Contains all required elements (title page, table of contents, executive summary, …)

Follows DECA guidelines for written component of event

Develops, supports, and conveys clear, focused, and substantive ideas in ways appropriate to topic, context, audience, and purpose Organizes writing in clear, coherent sequences, making connections and transitions among ideas, paragraphs, and sentences Uses and varies sentence structures and word choices to achieve clear and fluent writing

Is written in third person; no I, me, my, you, your, us, we, our

Uses correct spelling, punctuation, capitalization, paragraph structure, sentence construction, formatting, and citations Pages are formatted correctly, according to DECA guidelines and MLA style COMMENTS:

Marketing Seminar Student Handbook 27 Beaverton High School ● Beaverton, OR PART 4: PRESENTATION DEVELOPMENT & PRACTICE

Marketing Seminar Student Handbook 28 Beaverton High School ● Beaverton, OR PRESENTATION OVERVIEW & REQUIREMENTS

The oral presentation is when you demonstrate the vital components of your project to peers, teachers, administrators, and community members through speaking skills, displays, and audiovisual techniques. You will have two opportunities to do this: first, at the DECA state competition; and second, to the Board of Advisors, which is worth 200 points.

The requirements for your presentation at the DECA competition must adhere to the DECA guidelines for your events.

The requirements for your presentation must satisfy the following standards:

Organization  Minimum of eight (8) minutes in length; maximum of ten (10) minutes, not including question and answer period  Introduction stimulates interest in audience  Thoughts & ideas are logically organized  Thoughts & ideas are supported with evidence  Grammar and vocabulary are appropriate for content and audience  Content flows smoothly among all components  Content shows evidence of research and fieldwork  Content provides evidence of learning stretch  Financial Data is realistic and thoroughly explained  Minimum of one (1) quality visual aid integrated appropriately  Conclusion effectively wraps up presentation

Delivery  Makes eye contact with audience  Uses only minimal dependence on notes  Uses correct volume and rate of speech  Is energetic and personable  Dresses and acts professionally  Exemplifies proper body language

Q & A  Answers are accurate and complete  Answers flow smoothly  Answers provide evidence and/or experience with justification

Marketing Seminar Student Handbook 29 Beaverton High School ● Beaverton, OR PRESENTATION RUBRIC

Student: Date:

Project:

Above Below High (5) Average (3) Fail (1) Organization Average (4) Average (2)

Minimum of eight (8) minutes in length; maximum of ten (10) minutes, not including question and answer period

Introduction stimulates interest in audience

Thoughts & ideas are logically organized

Thoughts & ideas are supported with evidence

Grammar and vocabulary are appropriate for content and audience

Content flows smoothly among all components

Content shows evidence of research and fieldwork

Content provides evidence of learning stretch Financial data is realistic and thoroughly explained Minimum of one (1) quality visual aid integrated appropriately

Conclusion effectively wraps up presentation

Delivery

Makes eye contact with audience

Uses only minimal dependence on notes

Uses correct volume and rate of speech

Is energetic and personable

Dresses and acts professionally

Exemplifies proper body language

Answers are accurate and complete

Answers flow smoothly

Answers provide evidence and/or experience with justification COMMENTS:

Marketing Seminar Student Handbook 30 Beaverton High School ● Beaverton, OR BOARD PRESENTATION RUBRIC

Student: Date:

Project:

Above Below High (5) Average (3) Fail (1) Organization Average (4) Average (2)

Minimum of eight (8) minutes in length; maximum of ten (10) minutes, not including question and answer period

Introduction stimulates interest in audience

Thoughts & ideas are logically organized

Thoughts & ideas are supported with evidence

Grammar and vocabulary are appropriate for content and audience

Content flows smoothly among all components

Content shows evidence of research and fieldwork

Content provides evidence of learning stretch Financial data is realistic and thoroughly explained Minimum of one (1) quality visual aid integrated appropriately

Conclusion effectively wraps up presentation

Delivery

Makes eye contact with audience

Uses only minimal dependence on notes

Uses correct volume and rate of speech

Is energetic and personable

Dresses and acts professionally

Exemplifies proper body language

Answers are accurate and complete

Answers flow smoothly

Answers provide evidence and/or experience with justification COMMENTS:

Marketing Seminar Student Handbook 31 Beaverton High School ● Beaverton, OR BOARD OF ADVISORS

The Board of Advisors upholds the expectations set forth for Marketing Seminar and will collaborate to determine the presentation grade component of the coursework. Current members of the Marketing Seminar Board of Advisors are:

 Michael Hickey – Teacher, Business & Marketing  Julie Martin – Teacher, Business & Marketing  Emily Ramberg – Teacher, Business & Marketing  Kathryn Robinson – Teacher, Business & Marketing  Stacey Stiffler-Armstrong – Teacher, Business & Marketing

Community members, parents, administrators, and other teachers may also participate during the evaluation of Board Presentations.

Marketing Seminar Student Handbook 32 Beaverton High School ● Beaverton, OR PART 5: FIELD STUDIES INFORMATION

Marketing Seminar Student Handbook 33 Beaverton High School ● Beaverton, OR FIELD TRIP REQUIREMENT

Each person will be required to set up one career-related field trip or guest speaker during the Field Studies experience portion of this class.

The experience that you organize must be related to the fields of Business & Marketing, and it should have direct relevance to topics covered throughout the Business & Marketing Pathway. Additionally, you must clear the details of your arrangements with an Advisor prior to making any final plans.

Expectations  Field trips cannot have a travel time greater than 20 minutes.  You are responsible for providing directions to the destination.  You need to communicate with your Advisors and classmates to determine a meeting location.

DUE: Thursday, March 13

Marketing Seminar Student Handbook 34 Beaverton High School ● Beaverton, OR JOB SEARCH ACTIVITY

Find six (6) job postings that interest you at monster.com, oregonlive.com, or a similar site in areas in which you would like to work and live. Then, respond to the following items: Company: Position:

Salary: Location:

Job Description:

Required Degree: Required Experience:

Necessary Skills: Necessary Characteristics:

What I would bring to this job:

Company: Position:

Salary: Location:

Job Description:

Company: Position:

Salary: Location:

Job Description:

Marketing Seminar Student Handbook 35 Beaverton High School ● Beaverton, OR Company: Position:

Salary: Location:

Job Description:

Company: Position:

Salary: Location:

Job Description:

Company: Position:

Salary: Location:

Job Description:

Which job interests you the most? Why?

Marketing Seminar Student Handbook 36 Beaverton High School ● Beaverton, OR COLLEGE PLANNING GUIDE

College/University: Desired Major: Desired Minor: Emphasis: Emphasis:

General University Requirements # of Credits

Pre-Major Core Classes # of Credits

Major Core Classes # of Credits

Emphasis/Focus/Concentration Courses # of Credits

Minor Courses # of Credits

Marketing Seminar Student Handbook 37 Beaverton High School ● Beaverton, OR Develop a four-year plan to complete the required university and major/minor courses for graduation. *Reminder: you cannot take 300-level nor 400-level courses until your junior year.*

FRESHMAN Fall Term/Semester Winter Term/Semester Spring Term/Semester

SOPHOMORE Fall Term/Semester Winter Term/Semester Spring Term/Semester

JUNIOR Fall Term/Semester Winter Term/Semester Spring Term/Semester

SENIOR Fall Term/Semester Winter Term/Semester Spring Term/Semester

Marketing Seminar Student Handbook 38 Beaverton High School ● Beaverton, OR CAREER EXPLORATION

What is your personal mission statement?

List three possible careers fields and specific jobs that you interest you. (Examples: Advertising – Copy Writer, Marketing – Sponsorship Sales) Make sure you are specific; you will be looking for job titles to research online.

Find the following information for each job:

1. What is the company’s mission statement?

2. How does your mission statement align with the company’s mission statement?

3. What education is required for this position?

4. What experience is required for this position?

5. What is the starting salary?

6. What are the job requirements?

Interview someone who is currently working in this position (or a similar one) via phone or email, and ask the following four questions:

. How did you get into this position?

. What are the daily tasks and responsibilities?

. What is the most rewarding aspect of your job?

. What are the most challenging aspects of your job?

Develop a PowerPoint presentation for each career explored that addresses all of the above questions, which you will present to the class.

Minimum number of slides: 10

Marketing Seminar Student Handbook 39 Beaverton High School ● Beaverton, OR Perform a SWOT analysis for yourself. List five characteristics for each category.

Strengths Weaknesses

Opportunities Threats

Using the above information an analysis, write down your future goals…

5 Year Goals 10 Year Goals

Create a PowerPoint presentation including the following: SWOT analysis, 5 & 10 year goals, and one FUN FACT about yourself! Be prepared to present in class. GRADING CRITERIA

Marketing Seminar Student Handbook 40 Beaverton High School ● Beaverton, OR The Marketing Seminar grade will be determined using a points system on the following scale:

A: > 90% B: 80-89% C: 70-79% D: 60-69% F: <60%

Participation You will be given 5 points per day for being in class, on time, and working responsibly. Any tardiness, unexcused absence, or misuse of your time in class will result in a decreased participation grade for that day. If you are going out into the field, you must communicate with an Advisor and sign out leaving a phone number where you can be reached during that time prior to leaving campus. You will also be required to complete a journal entry in order to earn your participation points for that day.

Assignments Throughout the year, you will be required to turn in a series of assignments including permission slips, letters, drafts, peer edits, journal entries, and time logs. These activities will range in value from 5 points to 25 points, based on their length and difficulty. Because of our need for timeliness, late work will not be accepted unless prior communication occurs between you and an Advisor. Please keep this in mind as due dates approach.

Written Paper The Written Paper will be worth 200 points, and it will not be accepted late as it must be submitted to DECA on a specified date. The Written Paper will be graded according to the outlined requirements based on your topic. You will be allowed to turn it in early for “pre-grading” in order to receive feedback and make the necessary adjustments prior to the actual due date.

DECA State Competition You will be awarded points based on your participation at the DECA State Competition. If you cannot attend due to spring activities, please make alternate arrangements with an Advisor.

**Those people who place in the top 10 in their will receive extra credit.**

Board Presentation The Board Presentation will be worth 2oo points, and it will be graded using the attached rubric (see BOARD PRESENTATION RUBRIC). You will be assigned a day to present, and no extensions will be granted unless previous arrangements have been made with an Advisor.

Marketing Seminar Student Handbook 41 Beaverton High School ● Beaverton, OR HOW TO CONTACT MARKETING SEMINAR ADVISORS

If you have any questions, comments, concerns, and/or ideas, please contact either of the Advisors, Stacey Stiffler-Armstrong or Emily Ramberg, at BHS using email, phone, fax, or “snail mail.”

Email addresses: [email protected] [email protected]

Phone numbers: BHS – (503) 259-5000 Voicemail (Stiffler) – (503) 259-4957 Voicemail (Ramberg) – (503) 259-4976

Fax number: BHS – (503) 259-4990

School address: 13000 SW 2nd Street Beaverton, OR 97005

If you ABSOLUTELY must reach Mrs. Stiffler-Armstrong or Mrs. Ramberg during non-school hours, we can be contacted on our mobile phones. Please keep these numbers to only yourselves and your Marketing Seminar classmates. Abuse of these numbers will be dealt with by Administration.

Mobile phone numbers: Stiffler-Armstrong – (503) 522-6050 Ramberg – (503) 730-5623

We look forward to working with you this year, and if we can be of any help and/or guidance as you progress through the course, please do not hesitate to speak with us. As mentioned earlier, we are here to advise you through this process and to provide you with a memorable and rewarding experience in Business & Marketing.

Have fun, and good luck!

Marketing Seminar Student Handbook 42 Beaverton High School ● Beaverton, OR APPENDIX 1: DECA EVENT DESCRIPTIONS & GUIDELINES

Marketing Seminar Student Handbook 43 Beaverton High School ● Beaverton, OR