BUSINESS EDUCATION CRISIS IN THE CLASSROOM: A Pound of Cure FORUMOfficial Publication of the National Business Education Association
VOLUME 74 • NUMBER 3 • FEB 2020 • www.nbea.org February 2020 | 1 Today’s lesson As a member of the National Business Education Association, you could get a special discount on car insurance. GEICO can help with homeowners and renters insurance, too.
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2 | Business Education Forum
8044 NBEA GEICO Ad.indd 1 9/21/18 12:37 PM VOLUME 74 • NUMBER 3 • FEBRUARY 2020 BUSINESS EDUCATION FORUM FROM THE PRESIDENT 4 3 On Your Mark, Get Set, and Go By Colleen Webb BUSINESS EDUCATION 4 Interview Skills: The Importance of Practice By Michael K. Cundall and Stephanie Kelly 8 Enriching Courses with LinkedIn Learning Educational Resources By Joann Segovia and Jodi Olson 12 Preparing High School Seniors for College By Trisha Kolterman 8 16 Instruction for Creating and Delivering Virtual Presentations By K. Virginia Hemby 38 Resource Review—Virtual Business Simulations By Cynthia Johnson FORUM FEATURE 39 Forum Flashback 20 Crisis in the Classroom: A Pound of Cure By Stephen D. Lewis By Joanne M. Lozar Glenn ASSOCIATION NEWS BUSINESS SPOTLIGHT 40 NBEA 2020 Annual Convention 28 Porzio Compliance Services: Providing “Wrap Around” Trauma-Informed Consulting 41 2020 Convention Program Highlights Services to Schools By Joanne M. Lozar Glenn COLUMNS 30 Inside Scoop—Funding the College Dream By Trisha Kolterman 32 Planbook—Pecha Kucha—Japan’s Remedy for “Death by PowerPoint” By Barbara Looney 34 Mentoring Minute—Techniques for Differentiating Between—and for Dealing with—Stress and Burnout By Michelle Taylor and Marie Coleman 36 Colleague to Colleague—What’s your favorite technique for engaging students in a lesson you’re teaching? 37 CTSO—Your CTSO Belongs in the Classroom By Shelley Pewitt 41
February 2020 | 1 BUSINESS EDUCATION FORUM Publisher: Joseph McClary NBEA EXECUTIVE BOARD Senior Managing Editor, Business Education: OFFICERS Stephen Lewis, Middle Tennessee State President: Colleen L. Webb, East China, Michigan University, Murfreesboro, TN President-Elect: Benita H. Moore, Jonesboro, Georgia Secretary/Treasurer: Virginia Hemby-Grubb, Middle Tennessee State University, Special Projects Writer/Editor: Murfreesboro, Tennessee Joanne M. Lozar Glenn Past-President: Margaret W. Blue, University of Southern Mississippi, Biloxi, Mississippi NBEA PUBLICATIONS COMMITTEE Executive Director: Joseph McClary, NBEA, Reston, Virginia Chair: Peter F. Meggison (EBEA), Massasoit (703) 860-8300 • Fax: (703) 620-4483 • E-mail: [email protected] • www.nbea.org Community College, Computer Technology and Information Management, One Massasoit MEMBERS Blvd., Brockton, MA 02302; (508) 588-9100; Southern Region Email: [email protected] Geana W. Mitchell, Bevill State Community College, Sumiton, Alabama Hector F. Lopez (EBEA), Hostos Community North Central Region College, 500 Grand Concourse, Bronx, NY Andrew R. Stout, Zion Benton High School, Zion, Illinois 10451; (718) 518-6626; Email: hlopez@hostos. Mountain-Plains Region cuny.edu Carol J. Sessums, Sangre de Cristo High School, Mosca, Colorado Western Region Kimberly A. Schultz (NCBEA), Kirkwood Keith Hannah, Fife School District, Tacoma, Washington Community College, 6301 Kirkwood Blvd. SW, Association for Business Teaching and Research Kirkwood, IA 52406; (319) 398-4924; Fax: Barbara Hagler, Southern Illinois University, Carbondale, Illinois (319) 398-5482; Email: kimberly.schultz@ International Society for Business Education kirkwood.edu Hector F. Lopez, Hostos Community College, Bronx, New York Jean Condon (M-PBEA), Mid-Plains National Business Honor Society Community College, 601 West State Farm Theresa A. Bynum, Midway R-1 School, Cleveland, Missouri Road, North Platte, NE 69101; (308) 528-4448; Email: [email protected] Pamela Scott Bracey (SBEA), Mississippi State University, Department of Instructional Systems & Workforce Development, P.O. Box 9730, Mississippi State, MS 39762; (601) 325- 7256; Fax: (601) 325-1837; Email: pbracey@ colled.msstate.edu Marcia L. Bush (WBEA), 1896 Coldwater Lane, Lincoln, CA 95648; (916) 408-8153; Email: [email protected]
The Business Education Forum is the official publication of the National Business Education Association (NBEA) and is sent to all members of the association. Single copies cost $10.00. The articles in the Business Education Forum are listed in the Business Education Index, and a volume index is published annually in the April issue of the journal. Microfilm copies are available from National Archive Publishing Company, P.O. Box 998, Ann Arbor, Michigan 48106. NBEA does not assume responsibility for the points of view or the opinions expressed by the contributors unless such statements have been established by a resolution of the association. For reprint information, please contact NBEA. NBEA encourages members to share what they know and what they are exploring about teaching business education by writing an article for publication in the Business Education Forum. Written by practitioners for practitioners, articles published in the Forum are intended to interest and improve practice for teachers in the field of business education, improve learning for students by making teaching more effective and creative, and be the kind of article you yourself like to read—one that brings something new to the table.
The Business Education Forum is actively seeking business education content articles (1,200–1,500 words); “Planbook” articles (450–900 words); “Mentoring Minute” articles (450–600 words); “Inside Scoop” articles (450–600 words); CTSO articles (250–400 words); and “C-Suite View” articles (450–600 words). Please check detailed author and manuscript guidelines on the NBEA website (https://www.nbea.org/newsite/publications/ business_forum/howto_publish.html) for more information about how to submit and where to email your article.
The Business Education Forum (ISSN 0007-6678) is published four times a year—October, December, February, and April—by the National Business Education Association, 1914 Association Drive, Suite 203, Reston, VA 20191-1596; (703) 860-8300; fax: (703) 620-4483. Annual subscription price is $40 (included in membership dues and available only as part of membership). Periodicals postage paid at Reston, Virginia. POSTMASTER: send address changes to Business Education Forum, 1914 Association Drive, Suite 203, Reston, VA 20191-1596. When requesting a change of address, please give both the new and previous address and allow four weeks for the change. © 2020 by the National Business Education Association. Printed in the United States.
2 | Business Education Forum By Colleen Webb From the President
On Your Mark, Get Set, and Go
n behalf the NBEA Executive Our breakout sessions this year will once again be outstanding. OBoard, it is an honor and a Here are just a few highlights: privilege to invite each and every • Building Business and Industry Partnerships Through Advisory Business Education teacher at Boards: The Key to Supercharging Your Business Program all levels to attend our National Convention, April 7–11, 2020, at • Accounting Games: Strategies to Add Enthusiasm to Accounting the Boston Marriott Copley Place, Classes Boston, Massachusetts. • Beyond the Handshake: Championship Etiquette = Networking Success This convention promises to be a special event in our association history as we formally welcome • Personal Finance Games and Activities Mr. Joseph McClary to his first NBEA Convention as our • Digital Communications: Teaching Your Students the Future of new Executive Director. Business Communication Our program committee headed by Dr. Patricia Arneson and • Effective Strategies for Teaching Digital & Social Media her team―Karen Williams, Dennis Krejci, Michelle Taylor, and Marketing Glenith Moncus―have been working tirelessly to bring you Please visit our website where you will find hotel and another world-class event that will keep you on the cutting registration information. New information will be posted as edge of our profession. soon as it becomes available. Dr. Virginia Hemby-Grubb is once again heading our Mark your calendars, check on transportation and hotel Business Education Research Conference (BERC) and she needs... and get ready for our biggest event of the year. n reports that we have a large number of research submissions. Last year was the first year we featured “My Favorite Assignment” presentations and we are repeating this segment Colleen Webb once again, as teachers who attended loved the fact that they NBEA President 2019–2020 walked out with more than 100 pages of assignments on a variety of topics.
Did You Know? By Patricia Arneson
By age 26, crime boss Al “Scarface” Capone controlled Chicago’s criminal underworld. In 1930, he was listed as “Public Enemy No. 1” by the Chicago Crime Commission. When finally convicted of a major crime, murders and other illegal activities were conspicuously absent from the charges.
Because witnesses were unwilling to testify, authorities focused on Capone’s business practices. Capone dealt exclusively in cash, never had a bank account, and only endorsed one check in his life. This check provided enough evidence to imprison Capone at Alcatraz for income tax evasion on illegal earnings.
His conviction had an unexpected bonus: Criminals and legitimate citizens alike began to pay the IRS for back taxes!
February 2020 | 3 Business By Michael K. Cundall and Stephanie Kelly Education
Interview Skills: The Importance of Practice
orbes identified communication as one of the most Fcritical skills for new graduates (Forbes Coaches Council, Students have a wealth of online 2019). Potential employees get their first, and sometimes resources from which to identify only, opportunity to demonstrate their interpersonal communication skills during their job interviews. However, popular interview questions so that communication anxiety related specifically to the interview they can practice those answers. context can prevent students from demonstrating their full Yet, these resources cannot help communicative potential. students prepare for the unscripted, A wide body of literature on anxiety demonstrates that very conversational part of an interview. capable individuals are often prevented from successfully exhibiting their skills due to anxiety (Furner & Berman, 2003; Horwitz, Horwitz, & Cope, 1986; Na, 2007). For example, during an interview was something for which they could students who are extremely adept with numbers may literally not prepare, hence greater levels of anxiety. This challenge not be able to perform well in a math classroom because of helping students master their interview apprehension by they suffer from math anxiety (Kelly, Rice, Wyatt, Ducking, practicing the non-scripted part of the interview led to a new & Denton, 2015). This occurs because when individuals activity on the authors’ campus. are struck with anxiety, their working memory must be dedicated to handling the anxiety symptoms, leaving little In a real-world format, interviews are typically spaced far processing power to manage the task at hand. Thus, interview apart. As a result, if interviewees commit an interview communication apprehension, described as anxiety about blunder, they are unable to fix the mistake or try other tactics communicating during an interview (McCarthy & Goffin, to avoid the blunder in subsequent interviews. During that 2004), can prevent potential employees from demonstrating time, their anxiety may fester, knowing that they have already their best communication skills during an interview. made a mistake and not knowing whether their intervention will allow the next interview to go well. Therefore, an activity Individuals who experience communication apprehension based loosely on a speed-dating model was developed in any context experience both physical and psychological specifically to help students overcome the anxiety caused by effects, ranging from a racing heart to feelings of helplessness their interview communication apprehension and boost their (McCroskey, 1982), none of which is particularly helpful self-esteem. in putting one’s best self forward. Specific to interview communication apprehension, Ayres, Keereetaweep, The Activity Chen, and Edwards (1998) found that the more prepared As a result of both the anxiety and described need for practice interviewees feel for an interview, the less apprehension they in less than well-defined, interpersonal conversational will feel during the interview. contexts, an activity was designed to give students multiple interview-like opportunities during one afternoon. Locally Students have a wealth of online resources from which to employed alumni, friends of the university, and other local identify popular interview questions so that they can practice professionals were invited to visit campus for a few hours to those answers. Yet, these resources cannot help students interview students in five-minute windows. Alumni were told prepare for the unscripted, conversational part of an interview. that they would not be given a list of interview questions, In discussions with both students and professionals at the and were instead encouraged to ask questions to identify authors’ university, this lack of preparation for the ill-defined, whether a student would be a good colleague rather than more interpersonal aspects of interviewing was deemed skilled personnel in a major-specific occupation, which means problematic. Students indicated that though they can prepare that students are not likely to find these potential interview answers for common interview questions, they felt that the questions online. ability to interact in a more personal and impromptu way
4 | Business Education Forum Alumni and students were directed to meet in a banquet hall wished to and for however long they chose, within the overall equipped with small tables that accommodated two people limit of 30 minutes. At the end of the activity, students were at a time. Interviewers sought a table with a specific number told to remain for 10 minutes and professionals were thanked upon arrival. After interviewers took their places, students for their participation. At the close of the event, students were instructed to pick a table and move one table to their engaged in an informal discussion of the activity to reflect right to begin their next interview once they heard a bell, upon their experiences. Students consistently expressed indicating that their five minutes were up and it was time satisfaction with the event, greatly appreciating the ability to start a new interview. All students switched at least four to follow up with the professionals and have immediate times so that they experienced a minimum of 4 five-minute, feedback. unscripted interviews. Notably, this informal debrief was important beyond assessing All participants, students and professionals, were made aware the quality of the experience for students. This was also an of the time limits for the individual interview sessions, asked opportunity to solicit students’ requests for changes and to introduce themselves, and then initiate conversations that potential improvement to be used in future semesters. helped them get to know the professional and vice versa. No other indications related to expected content or type of Appraisal discussion were given to the students. In order to focus on the Students responded well to this activity. Discussion afterwards interpersonal nature of the interview practice, professionals indicated that the more practice students had, the more were merely introduced by name. No information about job comfortable they became with interviewing. Specifically, title, status, or role in the community was given. students were able to find better ways to word their answers and eventually develop a style for conducting interviews. Students were encouraged to follow up with professionals Students also appreciated that the activity removed the long with whom they had interacted to solicit feedback on their “down times” relative to interviewing so that anxiety and professionalism, clarity, and engagement during a 30-minute apprehension would be reduced. In short, students were conversational time following the interview rounds. The able to reflect on what worked and didn’t—a metacognitive professionals followed up with particular students to offer development that is more difficult when interactions of this their thoughts if there was anyone who impressed them. At sort are spaced out by weeks and months with little to no the end of the speed-dating portion segment, participants feedback. were reminded that they can follow up with anyone they
February 2020 | 5 Business Education
A Note on Limitations Furner, J. M., & Berman, B. T. (2003). Review of For this face-to-face activity to work well, instructors research: Math anxiety: Overcoming a major should provide one interviewer per student. Therefore, it is obstacle to the improvement of student math not feasible to conduct this activity with a large classroom performance. Childhood Education, 79, 170–174. doi: enrollment. The interviews will likely require using 10.1080/00094056.2003.10522220 other facilities on campus since most classrooms cannot accommodate multiple tables and still provide ample space Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign for participants to move and hear one another without language classroom anxiety. The Modern Language Journal, interruption from other interview sessions. 70, 125–132. doi: 10.1111/j.1540-4781.1986.tb05256.x
An alternative version of this activity uses video conferencing Kelly, S., Rice, C., Wyatt, C., Ducking, J., & Denton, software to allow students to practice online interviewing D. (2015). Teacher immediacy and decreased student with a wide variety of interviewers. Instructors should add quantitative reasoning anxiety: The mediating effect of one administrative moderator to the online interview session perception. Communication Education, 64, 171–186. doi: per 10 students so that interviewers and interviewees can be 10.1080/03634523.2015.1014383 paired in private conversation rooms in a timely manner. For McCarthy, J., & Goffin, R. (2004). Measuring job advice on preparing students to set up their online interview interview anxiety: Beyond weak knees and sweaty palms. practice space, see Christen and Kelly’s (2018) article on Personnel Psychology, 57, 607–637. doi: 10.1111/j.1744- online interviewing. 6570.2004.00002.x
Concluding Thoughts McCroskey, J. C. (1982). An introduction to rhetorical Students indicated that this activity helped them prepare communication (4th Ed.). Englewood Cliffs, NJ: Prentice- for interviews by lowering their apprehension. The activity Hall. provided a situation where issues could be made known and addressed in rapid fashion, which differs from conventional Na, Z. (2007). A study of high school students’ English “interview” environs. Notably, this activity does not need to be learning anxiety. The Asian EFL Journal, 9, 22–34. limited to a classroom activity. The inaugural implementation of this activity was hosted by the Honors Program at the authors’ university. It would also work well sponsored Michael K. Cundall ([email protected]) by communication and business clubs, particularly those is an associate professor of Philosophy focused on professional achievement. Working with a club or at North Carolina A&T State University, campus organization allows more flexibility to work around Greensboro, NC. interviewers’ work schedules since these groups do not meet during a set class time. n Stephanie Kelly ([email protected]) References is an associate professor of Business Ayres, J., Keereetaweep, T., Chen, P. E., & Edwards, P. A. Communication at North Carolina A&T (1998). Communication apprehension and employment State University, Greensboro, NC. interviews. Communication Education, 47, 1–17. doi: 10.1080/03634529809379106
Christen, S., & Kelly, S. (2018). Preparing students for online interviews. Business Education Forum, 73, 4–6.
Forbes Coaches Council. (2019, January 22). 15 soft skills you need to succeed when entering the workforce. Forbes, Retrieved from https://www.forbes.com/sites/forbescoache scouncil/2019/01/22/15-soft-skills-you-need-to-succeed- when-entering-the-workforce/#28ec8a2c10ae
6 | Business Education Forum Creative Teaching Ideas
Creative Teaching Ideas provides business educators a variety of teaching techniques and creative ideas to be used in their classroom. The lesson plans target NBEA’s National Standards for Business Education while engaging students and improving learning. Each lesson plan is presented in an easy-to-use format that provides a “big-picture” overview of the lesson itself, complete with suggested grade levels and time requirements so the lessons can be easily incorporated into the curriculum and schedule. The 38 lesson plans include the following components: • Initial focusing questions and statements • Easy, step-by-step procedures that help students achieve the learning objectives • Multiple opportunities for students to vary their “work” style to develop soft skills needed to succeed in business • Lists of materials and resources, plus handouts and rubrics for evaluating students’ performance • Suggested modifications and accommodations for different settings and learners
All of the lessons presented in this book are tried and true and have been successfully taught in business education classrooms nationwide. This 258-page publication comes packaged with a CD that contains handouts and rubrics.
NBEA Members $25.00 • Nonmembers $40.00 • Catalog #153.10
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Educating for Success in Business and Life! 1914 Association Drive, Reston, VA 20191-1596 (703) 860-8300 Fax (703) 620-4483 www.nbea.org Email: [email protected]
February 2020 | 7 Business By Joann Segovia and Jodi Olson Education
Enriching Courses with LinkedIn Learning Educational Resources
nstructors teach technology and related topics that institution has licensed the LinkedIn Learning library for Iconstantly change and require up-to-date resources. academic use. Instructors as well as students have full, free In addition, educators face pressure to prepare students access to the site. This allows instructors to “flip the classroom” with critical thinking, communication, innovation, and with students viewing the videos outside of class to learn the problem-solving skills. Online learning can provide staff and basic concepts of a topic and then working on projects in class faculty with professional development and supplements to with their instructor. enhance classroom curricula (Lynda.com, 2015). A specific source instructors can use is the online LinkedIn Learning A free 30-day trial that provides unlimited access to all educational resources that provide access to thousands of content as well as access to learning tools such as certificates, video courses on software and various topics to build modules transcripts, and playlists can be obtained by choosing “Start within a course or enhance topics included in their textbooks. Free Trial” on the following web page: www.linkedin. This paper provides information on how to acquire access to com/learning/. After one month, users must end their free LinkedIn Learning videos, presents potential assignments for subscription or pay a monthly rate to continue. use in courses, and discusses the benefits of these videos. Users may search for various topics within LinkedIn Learning. Description of LinkedIn Learning Figure 1 provides a screen shot with a listing of topics and LinkedIn Learning, an online learning platform, produces the number of videos available for information technology. video tutorials taught by industry experts that help users Searches can be filtered in a variety of ways (type of course, learn business topics, software, technology, and creative skills level of difficulty, software, continuing education units) to drill to achieve personal and professional goals (Lynda.com n.d.; InLearning n.d.b.). Students FIGURE 1: Screen Shot of Search Results for Information Technology can view these courses from any web browser, smartphone, or tablet at Inlearning (n.d.b.). Each course contains several short videos (usually less than five minutes) students can view in any order and access what they need to learn (Roush, 2013).
More than 14,000 courses are included in seven languages on LinkedIn Learning, and they provide a rich resource for more than 10,000 organizations with relevant information technology and professional skills topics that continually change. For example, videos for various software with related exercises provide hands-on experience with the technology. After completing the videos, students can update their LinkedIn accounts with completion certificates (InLearning.com, n.d.a.). Access to and Use of LinkedIn Learning LinkedIn Learning may be accessed through individual, corporate, academic, and government subscriptions. The authors’
8 | Business Education Forum
down to the needed topics. By clicking on the FIGURE 2: Screenshot Results for Search of Excel Courses various classifications on the left side of the screen, the available videos appear on the right side. Figure 2 contains the screen shot for over 6,700 results for an Excel course search.
Accessing the course “Excel 2016 Essential Training” by Dennis Taylor displays Figure 3. The left part of the screen displays the video while the right part of the screen has tabs with helpful information about the video, such as time commitment, continuing professional education (CPE) registry affiliations, topics learned, and a transcript tab highlighting the words the instructor speaks. The content tab in Figure 3 shows the course content, which contains fifteen modules on varying topics about Excel as well as exercise files for students to complete as they view videos. This course FIGURE 3: Excel 2016 Essential Training also includes quizzes containing objective questions at the end of each module. The next section provides two potential assignments using LinkedIn Learning resources. Modules for Business Courses The topics for these two modules include Excel and big data and contain learning objectives and learning activities including LinkedIn Learning videos with potential assessments. Some assessments incorporate reflection paper assignments (Figure 4 provides tips for writing the reflection papers). The modules are described on page 10.
FIGURE 4: Writing Tips for Reflection Papers Consider addressing these items: n What were the main themes of the resource(s) you investigated? n What topics were of most interest and why did these topics stand out to you? n How would this knowledge potentially affect your future career, your practice, or some professional situation? n Illustrate your understanding of the various topics. n Describe how your thoughts or ideas may change your thinking in some area. n Can you make any connections among the resources?
A reflection paper contains an opening paragraph, main body, and conclusion. You may find it easier to write the main body and then write a brief opening paragraph that offers some overall statement of your perspective based on what you’ve learned. (e.g., Before I reviewed these resources, I had never considered . . .). Then go on to describe what information affected your thinking and why. You can disagree with something presented in the resources. Then the conclusion can briefly describe some point. (e.g., I don’t agree with . . . but I am going to consider using . . . or consider learning more about . . .).
February 2020 | 9
Business Education
Excel Module n Write a reflection paper that includes how you currently Learning Objectives use Excel and discuss how you could incorporate n Prepare Excel spreadsheets using functions described in more Excel into your school or work life to maintain LinkedIn Learning videos. and improve the skills you have learned. Describe the importance of this software to your current or future n Demonstrate applicability of these Excel features to profession? (See Figure 4: Writing Tips for Reflection accountants. Papers.) Learning Activities Big Data Module n View the following LinkedIn Learning courses: Learning Objectives • “Excel 2016: Tips and Tricks” (5 hrs. 51 min); within n Explain what big data is and how it is used. the video, access the exercise files and perform the n Demonstrate knowledge and understanding of how data activities discussed. science relates to big data, the sources and structures of • “Excel Essential Training (Office 365)” (2 hrs. 10 min); big data, how big data is stored, and various analysis topics within the video, access the exercise files and perform related to big data. the activities discussed. n Define ethical concerns relating to big data. Assessment Activities Learning Activities n Develop a spreadsheet that demonstrates 10 tips, tricks, n View the following LinkedIn Learning course: and functions demonstrated in the videos. Then explain either within the spreadsheet or in a Word document why • “Big Data Foundations: Techniques and Concepts” (2 these 10 items were selected. hrs. 12 min.) n Develop a depreciation schedule for straight-line and Assessment Activities double-declining calculations (use cost of $60,000, 5-year n Take the quiz on D2L (50 points). You have one attempt life, $10,000 salvage value). and 60 minutes. (Note: these quiz questions exist within n Develop a monthly amortization schedule for a 10-year the LinkedIn Learning video.) loan using 5% interest and principal of $45,000. n Write a reflection paper explaining your previous n Develop a chart/graph for a business situation that you knowledge of big data and what you consider particularly create (e.g., compare the results of straight-line vs double- interesting to you from the video. How do you believe big declining depreciation that you previously calculated data does, or will in the future, impact your career and within this module). profession? n Submit a screen shot of the Certificate of Completion to D2L.
Benefits of Online Resources n.d.b.). Due to the time required for writing, reviewing, The video-based resources on LinkedIn Learning provide and publishing textbooks, instructors can probably find multiple benefits: information on emerging topics within LinkedIn Learning before available textbooks include the information. 1. Using current technology 2. Engaging students For effective content learning, students must engage in the learning process. Video-based content facilitates engagement 3. Enhancing classroom teaching and inspires an almost instant emotional connection with 4. Maximizing use of mobile devices users. Ninety percent of information transmitted to the brain 5. Developing student readiness for life after graduation is visual, and video learning aligns with this brain processing function (Roach, 2013). Many videos contain exercise files for 6. Providing cost savings (Roach, 2013) students to complete activities as they view the videos.
These videos provide the most recent information on topics Using technology aligns with how younger generations because industry experts continually develop and add more learn and relate to the world and can enhance classroom than 60 videos to the web site each week (InLearning, teaching. Also, the ease of access to online learning impacts
10 | Business Education Forum
References Due to the time required for InLearning. (n.d.a). Keep learning in the moments that writing, reviewing, and publishing matter. Retrieved from www.linkedin.com/learning/ textbooks, instructors can probably InLearning. (n.d.b). Online education for faculty, staff, and students. Retrieved from https://learning.linkedin.com/for- find information on emerging higher-education?src=li-learning-nav&trk=lil-b2b-nav_ topics within LinkedIn Learning hed_guest&upsellOrderOrigin=default_guest_learning before available textbooks Lynda.com. (n.d.). Retrieved from https://www.lynda.com/ aboutus/ include the information. Lynda.com. (2015). White paper. College and workplace readiness: Preparing students for the future with online its effectiveness, and users of LinkedIn Learning can access instruction. Retrieved from http://cdn.lynda.com/cms/ videos through various mobile devices (Roach, 2013). asset/text/college-workplace-readiness891442818.pdf
LinkedIn Learning is a learning platform that the business Roush, W. (2013). Knowledge when you need it: world uses to train employees, to improve professional skills, Lynda.com and the rise of online education. Retrieved and to allow employees to earn CPE credits to maintain from www.xconomy.com/national/2013/03/28/knowledge- certificates and licenses. By familiarizing students with its when-you-need-it-lynda-com-and-the-rise-of-online- availability and ease of use, graduates can continue to use this education/?single_page=true resource to develop their skills throughout their careers.
LinkedIn Learning provides thousands of tutorials to supplement the classroom at no cost to students if the Joann Segovia ([email protected]) is a professor of Accounting at Winona State university obtains a subscription. As students complete University, Winona, MN. courses, certificates of completion can be added to their personal LinkedIn accounts and résumés. Conclusion LinkedIn Learning is a valuable resource for business Jodi Olson ([email protected]) is education instructors. Thousands of high-quality video an assistant professor of Accounting at courses address software and business-related topics Winona State University, Winona, MN. that instructors can use to develop separate modules or supplement classroom curricula. Faculty can save time creating assignments that reflect relevant and interesting topics applicable to real-world careers. In addition, students reap cost savings by using the online videos versus buying printed materials. Finally, the video-based content engages younger generation students where other media may fail. n
February 2020 | 11 Business By Trisha Kolterman Education
Preparing High School Seniors for College
ollege in America is big business with total annual FIGURE 1: A Comparison of High School and College Cexpenditures exceeding $584 billion in 2016–2017 Activities (U.S. Department of Education, 2018). The ever-increasing expense of college causes college administrators to recruit HIGH SCHOOL COLLEGE aggressively and retain incoming freshmen, placing a renewed Mandatory attendance Voluntary attendance emphasis on the preparation of high school students for Free (no tuition) Expensive (tuition, college. Unfortunately, only 67% of freshmen continue to housing, books, fees, pursue a college degree, terminating their college experience travel) due to family problems, loneliness, academic challenges, or Time structured by others Time structured by self insufficient financial resources (U.S. News and World Report, 2019a). Understanding the complexities involved with the Need permission to Participation decisions college transition aligned with practical strategies to provide participate made by self high school students with adequate skills to adapt to college Teachers provide deadline Professors provide will positively affect the incoming freshmen experiences reminders deadline in assignment and potentially lead to an increase in freshmen successfully and few or no reminders completing a college degree. Students receive grades/ Students receive grades/ credit for assignments credit for tests only High School Challenges Bell rings for the No reminders for start of High school educators recognize the challenges facing students beginning of class session class and schools. Some problems focus on the students’ lack of Classes meet every day Classes meet on alternate responsibility and accountability; inability to identify important days or once per week information; constant re-enforcement needs; primary focus on athletics and activities rather than academics; poor time Teachers review work and Professors may give provide feedback minimal feedback. management skills; delayed maturity; and lack of respect for Students responsible for the teachers. Many issues arise from the education system seeking assistance. including inadequate scholastic preparation; a reduction in academic standards; higher expectations for dual credit class completion; grade inflation and ACT score deflation; and an Start the Search increased reliance on technology, which diminishes student-to- To facilitate a successful transition to college, parents and student interactions. Parents contribute roadblocks to students students benefit by early planning and researching prospective by not taking education seriously; enlisting the assistance of academic institutions. U.S. News and World Report (2019b) medications that diminish students’ mental alertness and ability provides a free annual review of more than 1900 national to focus; and acting as lawnmower parents, mowing down all universities, liberal arts colleges, regional universities, and obstacles facing the students. regional colleges in the U. S. The review includes college rankings, tuition and fees, room and board costs, financial aid High school seniors who successfully navigate the educational availability, total enrollment, application deadlines, student system face new challenges and major transitional issues when reviews, academic life statistics, and freshmen retention rates. entering college. The major differences are summarized in Table For an annual subscription of $39.95, the U.S. News and 1. College life instills an expectation that students develop World Report offers the U.S. News College Compass (2019b). self-reliance for class attendance and curriculum completion. This source provides an online application management tool, Incoming freshmen may view the attitude of professors as non- starting salaries of alumni by major, test scores of incoming caring or aloof. However, the college system fosters a more freshmen, available financial aid at each school, campus life distant relationship between professors and students as the information, and a U.S. News My Fit Engine using 23 personal result of enlarging class sizes, an emphasis on research, and an student criteria to match schools with individual preferences. increase in per semester credit hours. Understanding the costs of college and determining a potential
12 | Business Education Forum best fit for students by focusing on personal preferences assists Once students are enrolled, many parents are surprised that parents in developing a financial affordability plan and in colleges will not share information about students’ academic transitioning children to college life. performance or general campus life activities due to the Family Educational Rights and Privacy Act. Thus, prior to students Find the Funds leaving for college, parents need to ensure that children Compiling information from the National Student Loan can study efficiently and realize the importance of exams. Data System and the U.S. Federal Reserve, Friedman (2018) Developing good study habits in the form of taking lecture illustrated the stark financial reality facing today’s college notes, reading textbooks, and actively preparing for tests is students. In 2018, total student loan debt exceeded $1.52 a necessary skill for students to master prior to the college trillion with 68% of graduating college students in debt. freshman year. Students graduating from a public college had an average debt of $25,550 compared to students graduating from a for-profit In addition to academic skills, incoming college freshmen college, average debt of $39,950. Today’s graduating students face an overwhelming amount of stress caused by fear of the are opting for 30-year payment plans to pay college debts, unknown, anxiety about the future, and a lack of experience thereby reducing future borrowing capacity to purchase homes, dealing with new situations. Freshmen often resort to an cars, or start families. The college debt crisis in America is real, escape-avoidance behavior to cope with the demands and requiring parents and students to pursue federal and personal rigors of college life, leading to class absenteeism, withdrawal loans, scholarships, and grants to fund the collegiate dream. from friends, anxiety, and depression (Earnest & Dwyer, 2010). Developing good coping skills prior to college provides The first stop for finding funds begins with the Free students with a strong foundation to make the adjustment Application for Federal Student Aid (FAFSA). Starting in to independent living. Strategies for managing stress include the student’s junior year of high school, parents can use the changing large goals into smaller, more manageable goals. For FAFSA4Caster to estimate eligibility for maximum direct instance, an assignment requiring 10 pages of content and subsidized loans, direct unsubsidized loans, direct PLUS due in 2 weeks may seem overwhelming; however, developing loans, and direct consolidation loans. Parents can complete the a plan to write one page every day for 10 days with time for FAFSA4Caster anonymously, allowing them to adjust incomes revisions makes the project more manageable and less stressful. and loan requirements prior to completing the FAFSA form. Learning mental gymnastics for reducing stress and accepting The federal deadline for the FAFSA completion is June 30; responsibility for the completion of assignments will help however, many college deadlines may occur earlier in February students successfully navigate the academic rigors. Students who or March. maintain a positive attitude and develop a strong social support system often feel more confident and mitigate the effects of In addition to federal assistance, colleges provide numerous stress. financial aid packages to improve affordability. College financial aid offices are great resources for assistance with the Another significant source of stress involves the inability to FAFSA, scholarship applications and deadlines, and work manage time effectively. The main demands for students’ study opportunities. Many college campuses have a career time include academic expectations, employment, social services department, specializing in local job openings and life, sleep, and personal time (Lawrence, 2015). Frequently, connecting students with internships. Nearly 99% of students students erroneously dedicate more time to social life and fun will be employed during their time in college. With a proactive activities, neglecting the academic requirements and missing approach to seeking financial assistance and employment, many assignment deadlines. A good habit to develop in high school students will graduate college with minimal or manageable starts with prioritizing the day in the morning, identifying debt.1 tasks, assignments, and activities that will occur during the day. Students should make a list of assignments and deadlines Time to Talk and assign importance based on the student’s major, impact After researching perspective colleges and analyzing the on career, and personal interests. Then they should allocate financial aid packages, parents and students should discuss time for each assignment or activity, dedicating small amounts expectations and strategies for making the transition to college. of time daily for ongoing activities such as reading textbooks, Students attend college for one of three main reasons: (1) a paired with larger allocations of time for major assignments and fun focus to have a good time; (2) a family focus based on the projects. In addition, creating buffer time in a schedule to allow parents’ expectations to attend; and (3) a job focus to achieve for unforeseen issues, including technology breakdowns, family academic and career goals. The most successful students emergencies, or illness, will reduce procrastination and ensure maintain a job focus, relying on intrinsic motivation and timely completion of responsibilities. personal goals to excel.
February 2020 | 13 Business Education
Note The educational community 1For information on how to host a college funding seminar for owes the upcoming generation high school students and their parents, see this author’s “Inside Scoop” article, p. 30. of college students the best opportunities to succeed with References minimal debt and maximum positive Earnest, D. R., & Dwyer, W. O. (2010). In their own words: An online strategy for increasing stress-coping skills academic experiences. among college freshmen. College Student Journal, 44(4), 888-900.
Friedman, Z. (2018). Student loan debt statistics in 2018: A College Services $1.5 trillion crisis. Forbes. Retrieved from www.forbes. Colleges provide a wide array of services to assist students with com/sites/zackfriedman/2018/06/13/student-loan-debt- the transition into college and help them successfully complete statistics-2018/#447f6db97310 an academic degree. Most colleges provide a student services department that includes counseling services, academic tutors, Lawrence, K. (2015). Today’s college students: Skimmers, student activities, and general professional advice. Classes scanners and efficiency-seekers.Information Services & Use, are offered for developing healthy lifestyles and dealing with 35, 89-93. doi 10.3233/ISU-150765 relationship challenges and diversity. Career services can Schuller, R. H. (1973). You Can Become the Person You Want to assist with securing employment during college and finding Be. New York, NY: Hawthorn Books. opportunities after college. Some colleges connect freshmen with mentors comprised of upper classmen to help students U.S. Department of Education, Federal Student Aid. (2019). navigate the nuances of the college and to develop a strong FAFSA: Apply for aid. Retrieved from https://studentaid. social network. Inquiring about the college services during ed.gov/sa/fafsa a campus visit will help parents and high school students understand the services available. U.S. Department of Education. (2018). National Center for Education Statistics. The condition of education. Retrieved Prepare to Succeed from https://nces.ed.gov/programs/coe/indicator_cue.asp Schuller (1973) commented, “Remember: Most people fail, not because they lack talent, money, or opportunity; they fail U.S. News and World Report. (2019a). Freshmen retention because they never really planned to succeed. Plan your future rate. Retrieved from www.usnews.com/best-colleges/ because you have to live there” (p. 24). Effective preparation of rankings/regional-colleges/freshmen-least-most-likely- high school students for college includes parents, instructors, return school administrators, and college representatives. Actively U.S. News and World Report. (2019b). U.S. news college starting the discussions early between parents and students compass. Retrieved from www.usnews.com/usnews/store/ about expectations, costs, and finances will strengthen the college_compass.htm?src=myfitmodal transition from high school to the rigors of college. The educational community owes the upcoming generation of college students the best opportunities to succeed with minimal debt and maximum positive academic experiences. n Trisha Kolterman ([email protected]) is an assistant professor in the Department of Business and Economics at Wayne State College, Wayne, NE.
14 | Business Education Forum National Standards for Business Education The revised and updated fourth edition of the National Standards for Business Education state what all K–14 students should know and be able to do in business. These national standards contain guidelines for a quality education in 10 content areas of business education—accounting, business law, career development, communication, economics and personal finance, entrepreneurship, information technology, international business, management, and marketing. Each content area incorporates achievement standards and accompanying performance expectations. Each achieve- ment standard states the understanding and competency students should attain. Each perfor- mance expectation delineates what students need to do to exhibit the knowledge and the skills required to meet the achievement standard.
In classrooms nationwide, business educators play a prominent role in preparing students to become responsible citizens, capable of making the astute economic decisions that will benefit their personal and professional lives. Using the concepts described in these standards, business teachers introduce students to the basics of personal finance, the decision-making techniques needed to be wise consumers, the economic principles of an increasingly international marketplace, and the processes by which businesses operate.
The fourth edition includes electronic media with all achievement standards and performance expectations for each content area to facilitate curriculum crosswalks. National Standards for Business Education NBEA Members: $25.00 y Nonmembers: $40.00 y Catalog #142.13 Publication may not be returned for refund or credit.
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Educating for Success in Business and Life! 1914 Association Drive, Reston, VA 20191-1596 y (703) 860-8300 y Fax (703) 620-4483 www.nbea.org y E-mail: [email protected] February 2020 | 15 Business By K. Virginia Hemby Education
Instruction for Creating and Delivering Virtual Presentations
eaching students to make effective presentations has long Tbeen a part of university curricula. In fact, delivering Teaching presentation skills without presentations is part of instruction in multiple program areas. a virtual component may be doing a This means, of course, that graduating seniors have likely developed and delivered sufficient presentations to ensure at disservice to students who will work least minimum skills for their career area. Nevertheless, what in an ever-changing, ever-increasingly may be lacking is instruction for making presentations in a technological society. virtual environment. Teaching presentation skills without a virtual component may be doing a disservice to students who will work in an ever-changing, ever-increasingly Wearing a tee-shirt and jeans may be comfortable, but technological society. dressing too casually may say to your audience that you are not taking your task seriously. Experienced teachers know that Individuals who give speeches, make business presentations, students who wear professional attire typically score higher on facilitate meetings, or deliver training have developed the presentation projects. skills needed to be effective in their respective roles; but simply being an experienced presenter, speaker, trainer, or Here are some specific dress guidelines for a virtual facilitator does not necessarily translate to being effective presentation. in the virtual environment. The following sections offer teaching suggestions for creating and delivering virtual n Wear professional attire presentations. n Select solid colors, preferably not white One Chance to Make a Good First n Choose a neutral color shirt (males) that complements the Impression suit jacket Teachers stress the importance of always looking professional n Include a tie (males) that complements the shirt and jacket when giving a speech in class, going for an interview, or n Wear a blouse (females) with a high neckline in a cool participating in student club competitions. The author blue, pastel, or natural hue reminds her students that you cannot recreate a first impression. Image is the first thing noted when seeing n Avoid any apparel that clashes with the background someone for the first time. Although it may surprise many students, a virtual presentation requires the same attention Grooming to detail as would be expected with traditional presentations. In addition to dress, several other appearance items must be Important factors that must be considered include dress, considered for virtual presentations. Because the presenter grooming, presentation site, and sound. is usually sitting, a virtual platform limits how much of the presenter is visible. Thus anything, no matter how large Dress or small, can create a distraction. The following tips will The platform used for the virtual presentation determines safeguard against faux pas in grooming. how much of the speaker can be seen. Speakers delivering a n Ensure that hair does not limit visibility, e.g., bangs virtual presentation should wear professional attire, preferably covering eyes (females) or moustaches (males) covering solid colors. Herringbone, striped, or plaid material may mouth (some participants may read lips) result in image distortion. White clothing may also cause video distortion. n Select makeup options carefully n Choose neutral lipstick colors rather than bright, bold Students must recognize the importance of dressing colors that may appear to bleed onto the teeth professionally even if the presentation is delivered in the comfort of their own home. Dressing professionally forces n Limit earrings to those that fit close to the ear (no hoops) speakers to think about the importance of their remarks. n Remove facial rings prior to the presentation
16 | Business Education Forum Location or she were talking one-on-one in a face-to-face setting. The location selected for a virtual presentation can make or Embracing a few nonverbal communication guidelines will break the virtual event. A thorough review of the location prepare students to deliver effective virtual presentations. prior to the presentation may provide substantial benefits. Participants tend to focus on objects other than the speaker, so Kinesics a location where the presenter is the primary focus should be Controlling unnecessary hand movements is difficult for many selected. Specific suggestions include the following: speakers. The following recommendations may allay some of the problems. n Avoid noisy, heavily trafficked locations n Rest hands on the desk with most of the forearms on the n Remove any potential distractions from the background table (pictures, posters, plants) n Keep elbows off the desk to prevent leaning and making n Select a blank wall with a neutral color for a background shoulders appear hunched n Record a practice video to make any needed adjustments n Avoid leaning back in the chair or leaning so far forward to lighting that the head and face fill the entire space on camera Sound n Keep hands away from the web camera (The closer hands Unusual or loud sounds can be just as disruptive as visual to the camera, the larger they appear) distractions. A location where background noises can be n Use the hands for specific purposes eliminated or minimized should be chosen. Locations such as computer labs, dormitory rooms, or shared apartments are • When discussing small numbers typically noisy. Unexpected noises can startle and disturb a • When indicating increases or decreases in data presenter as much as they distract participants. Regardless of • When giving instructions or directions the location, planning ahead can avoid common disturbances. • When showing comparisons n Alert roommates or relatives to the time and location of the presentation Affect displays are facial movements that complement the verbal message. Anything that shows the emotional condition n Place pets in a secure area where their sounds will not be of the speaker—smiles, nods, frowns—is considered an affect heard display. Virtual presenters can use facial movements to show n Silence cell phones or temporarily unplug home phones participants how they feel about what they are discussing, n Turn off all televisions, radios, or other devices to engage the audience in the discussion, or to encourage participation. n Brainstorm and decide how to deal with any occasional noises that might occur at an inopportune time An issue often observed in students’ virtual presentations is a tendency to look at the computer screen rather than the Dress, grooming, location, and sound are all crucial to create webcam. That behavior is likely borne out of their experience a positive first impression of a virtual event as well as of using computers and always looking at the screen. Naturally, the presenter. Other areas are also important to establish some of the issue stems from lack of experience in delivering credibility of the presenter. virtual presentations. The goal of a virtual presenter should be to connect with the participants, and the best way to make Nonverbal Communication that connection is through eye contact. Therefore, virtual Most people tend to think of nonverbal communication presenters must understand that for purposes of a virtual as something useful in traditional settings, but nonverbal event, the web camera is the audience. communication also plays an extremely important role in the development of a dynamic, professional on-screen presence. Speakers in traditional settings do not stare at their audience The types of nonverbal communication involved in this through the entire presentation. Instead, they adjust their process include kinesics (body language), paralanguage (the view from person to person, look at their notes, or glance at voice), and proxemics (dress). the projection screen if one is used. Though virtual presenters would not be expected to stare at the web camera for the Since many virtual events occur with the presenter or entire time, posting a sticky note above the web camera that facilitator seated during the session, the following techniques says LOOK AT YOUR AUDIENCE may help presenters focus on ways to become a more effective presenter when remember where to focus their eyes. Even after much practice, seated. What any presenter should avoid is appearing to be unlearning the screen behavior is challenging, so anything that a talking head, which can be difficult to prevent in a virtual helps speakers focus is worthwhile. setting. The speaker should be relaxed and appear as if he
February 2020 | 17 Business Education
Paralanguage n a moderate sound (neither too soft nor too loud but able to A discussion of nonverbal communication without including be clearly heard and understood), paralanguage would mean omitting one of the most n articulateness (clear enunciation and correct important elements. Readers may have heard someone say: It pronunciation), and wasn’t what he said; it was how he said it. Understanding that n statement indicates an understanding of paralanguage and its vocal qualities free, or nearly so, of non-fluencies ah,( um, usefulness in human interactions, specifically in presentations. er, you know). Paralanguage can be divided into four categories: Summary n Voice Qualities. Voice qualities refer to the voice Although many similarities exist between virtual and face-to- itself and include such things as pitch, rhythm, tempo, face presentations, virtual presentations require attention to and volume. Voice qualities play a crucial role in the details easily overlooked because of their seemingly informal interpretation of verbal messages. nature. Professional attire and grooming are crucial for virtual n Vocal Characterizers. Vocal characterizers include such events. Likewise, selecting a location free of any type of vocalizations as clearing the throat, coughing, yawning, interruptions is important. laughing, grunting, and crying. Characterizers are Nonverbal communication, perhaps incorrectly deemed less distracting and annoying to listeners. important for virtual presentations, should be given special n Vocal Qualifiers. Vocal qualifiers refer to variations in consideration. Kinesics (body language) and paralanguage tone or intensity of speech. (voice) are especially critical to virtual presentations. Unusual n Vocal Segregates. Vocal segregates are pauses—periods movements and poor voice qualities distract from what of silence between words—and may include ahs, ums, and otherwise might be an excellent presentation. other non-fluencies. Video recordings of practice sessions should be a part While speakers should avoid vocal characterizers and vocal of any speaker’s preparation for a virtual presentation. segregates as much as possible in any presentation—whether Even accomplished speakers should rehearse their virtual face-to-face or virtual—they should focus on pitch, rhythm, presentations thoroughly until they are comfortable with the tempo, volume, and variations in tone or intensity when virtual delivery approach. Delivering a virtual event can be delivering or facilitating virtual events. Eliminating the likened to a cumulative skill such as playing tennis. If you negative and accentuating the positive of one’s delivery can learn how to play tennis on your own without instruction, best be achieved through practice and perhaps by video you typically learn incorrect form and procedure. All practice, recordings of the practice. then, should include efforts to improve any acknowledged weaknesses. n The importance of paralanguage is demonstrated in one of the author’s favorite movies, Ferris Bueller’s Day Off, when Reference the teacher calls the roll in class and repeatedly says Bueller, Hemby, K. V. (2020). Delivering effective virtual presentations. Bueller, Bueller in the same monotone voice. A speaker’s Business Expert Press. (in publication). lack of paralanguage skills can leave an audience bored and frustrated. If this occurs in the virtual environment, participants may find other things to do with their time, such K. Virginia Hemby is a professor in the as checking email or surfing the web. Department of Marketing, Jones College of Business, Middle Tennessee State Practice Makes Perfect University, Murfreesboro, TN. As much as most people dislike hearing their own recorded voice, speakers who use any presentation medium should record their practice presentations and review them for language quality, particularly vocalics. Speakers should exhibit n a dynamic range of voice (changes in tone and pitch), n enthusiasm for their topic (being animated in delivery),
18 | Business Education Forum Business Education Resource Publications
The Business Education Profession: Principles and Practices, 2nd edition by Wanda L. Stitt-Gohdes Provides a framework or foundation for business teacher education. Topics of discussion include the following: overview of business education, including the historical development, federal legislation, and professionalism; effective administration of business education; effective planning for instruction; effective instructional strategies; assessment strategies; and specialized strategies for business subjects—105 pages, $25 (includes shipping) Catalog #120.15
Teaching Keyboarding, 4th edition The revised edition of the popular Teaching Keyboarding by Gary N. McLean and Julie Chadd and editor Susan Maxam incorporates research-based methodology for developing keyboarding skills as well as teaching elementary keyboarding, teaching online, assessment, and materials for instruction—66 pages, $25 (includes shipping) Catalog #151.80
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February 2020 | 19 Forum By Joanne M. Lozar Glenn Feature
20 | Business Education Forum Crisis in the Classroom: A Pound of Cure
hen Rosario Pesce first began working in the field of crisis intervention, many school administrators “About 80% of individuals can Wdidn’t believe crises happened in schools. “Now, it’s a get through crises with proper matter of when, not if,” he told attendees at his 2019 NBEA Convention session, “What Teachers Can and Should Do in social support and other universal a School-Related Crisis Response.” The irony of later being interventions, and a crisis can even be interviewed about this topic on the same day and at the same an opportunity for growth. The other time as the Saugus High School Shooting in Santa Clarita, California, wasn’t lost on Pesce, coordinator of training-school 20% need additional intervention.” psychology at Loyola University (Chicago) and a member —Rosario Pesce, Loyola University of the National Association of School Psychologists’ School Safety and Crisis Response Committee. Clarifying terms Today schools have crisis plans in place1 for power failures, So what qualifies as a crisis or trauma? medical emergencies, weather disasters, and yes, active shooter events. They don’t often have trauma-informed “after”-care “Looking at the semantics of it, the words are arguably plans. That’s important, because stress from trauma can interchangeable,” said Gabe Lomas, a professor of counseling change brain architecture2 that interfere with a students’ ability at Western Connecticut State University (Danbury) and to focus, learn, and function successfully. president of the New York Association for Play Therapy. “But the reality is they are different. A crisis overwhelms current Even overlooked common events such as the death of a functional abilities and resources in the moment. That’s teacher, a flood, or a fire can cause such crisis-related reactions different for everybody. in the school population, Pesce noted. In addition, many students—estimates hover at 50–60%—carry toxic stress from “Trauma, on the other hand,” he added, “is a clinical diagnosis: accumulated adverse childhood experiences (ACEs) such as It’s a crisis that has left a scar.” Or, as Rice and Groves (2005) abuse, neglect, and social and economic household challenges defined it, “an exceptional experience in which powerful and (CDC, 2019; Felliti et al., 1998; Hickman & Higgins, 2019). dangerous events overwhelm a person’s capacity to cope.” A Pew Research Center study revealed that 70% of teens say Trauma, too, is idiosyncratic. stress is a major issue for them (Horowitz & Graf, 2019). Lomas has spent his career working with schools to Chronic, toxic stress-caused brain changes can dysregulate improve school safety. Since 2014 he’s been organizing a student’s nervous system, potentially impacting thinking, crisis prevention and intervention training in the western decision-making, and emotional control. This makes “negative Connecticut towns clustered around the Danbury-Newtown academic outcomes such as poor grades, an increased risk of area. suspensions, or dropping out of school all together” all the He knows crisis always leaves an impact whether or not more likely (Hickman & Higgins, 2019). it leads to trauma, and that crises can, and do, happen to Here, the Forum looks at what’s needed to develop everyone. “No one has a ‘get-out-of-crisis/trauma-free card,’” appropriate, useful, and meaningful crisis after-care he said. interventions, including an introduction to trauma-informed Interventions, of course, vary by incident and by age level, teaching strategies: the ounce of prevention that could effect, based on emergency operations plans in place for each school metaphorically and practically speaking, a pound of cure. community. After-care, when it happens, can be informed by any of several conceptual models (Table 1, p. 22).
February 2020 | 21 Forum Feature
Table 1. How Teachers Can Respond: Models of crisis intervention
PREPaRE Model (2016) ABC Model (2014) SAFER-R Model (2005) 10 Step Acute Stress & Trauma Management Protocol (2001) for Emergency Responders • Prevent and Prepare for A) Establishing and • Stabilize 1. Assess for danger/ psychological trauma maintaining rapport safety of self and • Acknowledge others. • Reaffirm physical health B) Identifying the • Facilitate understanding and perceptions of problem 2. Consider the security and safety • Encourage adaptive mechanism of injury. C) Coping • Evaluate psychological coping 3. Evaluate the level of trauma risk • Restore functioning responsiveness. • Provide interventions • Refer 4. Address medical and needs. • Respond to 5. Observe and identify. psychological needs 6. Connect with the • Examine the individual. effectiveness of 7. Ground the individual. crisis prevention and 8. Provide support. intervention 9. Normalize the response. 10. Prepare for the future. S. Brock, A. Nickerson, Kanel, K. (2014). A Guide Often used with Roberts, Developed by Mark Lerner, M. Louvar Reeves, to Crisis Intervention. A., & Ottens, A. (2005). president of The American C. Conolly, S. Jimerson, R. Cengage Learning. The seven-stage crisis Academy of Experts in Pesce, and B. Lazzaro. intervention model: A road Traumatic Stress (ATSM), (2016). School Crisis The map to goal attainment, and Raymond Shelton PREPaRE Model, 2nd ed. problem solving, and crisis director of emergency Bethesda, Md: National resolution. Available at medical training at a Association of School https://psycnet.apa.org/ police academy. Details Psychologists. record/2005-14106-001 at https://www.aaets.org/ ten%20stages%20atsm.pdf Later refined into ACT model by Roberts (see https://psycnet.apa.org/ record/2002-18668-001)
Acknowledge a shattered world view we understand,” she said. “When we go through something In a school-wide crisis event, the first thing to do after terrible, that worldview changes. [We think] I am not safe ensuring students are safe and their needs are being met is and perhaps everyone doesn’t have good intentions. This shift in “to recognize that the story they’ve told themselves about a person’s inner narrative can create feelings of powerlessness the world has been upended,” said Lisa Cooper Ellison, a and hopelessness that compound external challenges such as Charlottesville, VA-based writer, instructor, and coach whose danger in a shooting or displacement from a weather event.” post-graduate education and expertise include clinical mental health counseling, working as a trauma counselor and special After listening to what they say—“[which is] one of the education teacher, and writing about trauma. most important interventions you can offer survivors,” Ellison said—help them understand that the changes in “Before a crisis occurs, most of us tend to see the world as their worldview are a normal response to an abnormal a generally safe place where people have generally good situation. “Helping them understand this new story, and intentions, or at the very least, as a place with rules we believe then challenging it by engaging in restorative activities (for
22 | Business Education Forum outside facilitators who can work with students [who need “Before a crisis occurs, most of more follow-up].” In such instances, he often recommends us tend to see the world as a cognitive behavioral therapy.4 generally safe place ... . When we go Having outside facilitators is useful, because talking about through something terrible, the crisis experience can be difficult, even for school leaders. “It’s common [for them] to ignore teacher or student deaths that worldview changes.” because they don’t know how to deal with it,” Lomas said. — Lisa Cooper Ellison, writing coach and “One thing to be clear on, though: We should make time after former mental health counselor the event for grieving,” he recommended. “After that, it’s most helpful to turn back to routine as soon as possible.” example, donating blood, gathering supplies for other victims, A note of caution: Be cautious about assuming everyone is at or providing words of comfort), promotes empowerment and the same point in the grieving process. “It’s a myth that once a resilience,” she said. loss happens you’re ready to grieve,” said Eric Wood, director of counseling and mental health at Texas Christian University Meet psychological needs (Fort Worth). [People may be numb or in shock.] Grief may In addition to natural social support from family, friends, be months down the road.” and teachers, what Pesce calls crisis psychoeducation is an important next step in building resilience through the Wood said he notices heightened hypervigilance after PREPaRE model.“We can’t assume ‘You survived, you’re fine, crisis events. “The brain can’t process what’s happened, so now let’s move on,’” he said. “The most important thing is there is a fight, flight, or freeze reaction,” he said. “There often not the event, but the interpretation of the event by the might be confusion, or forgetfulness, or weird dreams. If we individual.” think [students] are in the numb phase, and are acting like everything’s fine, we go to them.” His staff might create a For example, if students in a class have previously experienced ritual such as a student vigil, for instance, or plant a tree at a a lot of trauma—something teachers and other staff might later date to acknowledge the loss. not know—another crisis can have a more severe impact. For that reason, psychoeducation is delivered in group settings and Crises can produce long-term effects regardless of whether the facilitator assumes that everyone in the group, including you witness or endure the event, he cautions. “What people educators, might have some risk of post-crisis trauma. don’t think about,” he said, “is that triggers can create the same response.” For example, anniversary dates, or passing the Typically a school-employed mental health professional is physical place when an event occurred, can set off emotional available after the crisis to provide training to school staff reactions and open the door to delayed or further grieving. and student caregivers. Then the teacher holds an all- class meeting to explain the event and the consequences. To assist teachers, Wood provides annual “red folder” crisis Communication is crucial, because rumors fester if training and preparation. Folders contain resources for how communication is lacking. “You want to avoid rumors, which to approach and help students in distress. “Faculty are the can increase trauma,” Pesce said. gatekeepers,” Wood said. “Eighty-five percent of the students we see come to us because someone asked them to come. It’s The teacher might say, for example, Thinking about this event rare for a student to visit a counseling center completely on for a while is kind of normal, but meanwhile we want you to know their own.” what happened and answer questions. There are people here in school to assist you. Create trauma-informed classrooms Clearly teachers play an important role in school-wide crisis “It’s all very scripted3 so that content stays focused on the after-care. Still, crisis or not, every one out of two students in importance of learning how to deal with the students under the classroom likely has experienced some degree of ACEs. your care,” Pesce said. “About 80% of individuals can get through crises with proper social support and other universal Alex Shevrin Venet, in her interview during the podcast interventions, and a crisis can even be an opportunity for episode “A Crash Course in Trauma-Informed Teaching,” said growth. The other 20% need additional intervention. Two or this about students in personal crisis: “When you’re in survival three weeks after, hopefully we’ve met needs through school brain you can’t learn and you can have a calm interaction that interventions, but if not, then we have relationships with follows complete logic … . Many teachers don’t realize how
February 2020 | 23 Forum Feature
What Is Trauma-Informed Teaching? 7 key ideas 1. Is not a checklist but a mindset founded in 6. Flourishes with a partnership-based brain science. approach that includes counselors, teachers, parents, and other trusted adults. 2. Assumes all students are trauma-affected and benefit from SEL (social-emotional 7. Helps buffer the effects of secondary learning) support. traumatic stress and vicarious trauma affecting teachers who bear witness to 3. Recognizes three key aspects to any crisis: others’ trauma. Event, Experience, Effect. Sources: 4. Realizes “acting out” can appear “positive” Venet, A.S. (2018, August 3). The how and as well as “negative.” For instance, hyper- why of trauma-informed teaching. Edutopia. activity can mask hypervigilance, a key Available at https://www.edutopia.org/article/ symptom of post-traumatic stress. how-and-why-trauma-informed-teaching
5. Emphasizes relationships before content Venet, A.S. (2019, September 13). The evolution so that students feel safe, seen, and secure of a trauma-informed school. Edutopia. enough to access resources that will help Available at https://www.edutopia.org/article/ refocus their brain on learning. evolution-trauma-informed-school
many of their students are in this place.” (Watson, n.d.) philosophical lens and committing to building better relationships with them to prevent conflict and teach them At the very least, these stressors derail learning. In extreme more effectively (Watson, par. 2). cases, students act out and may face encounters with law enforcement. Educator and speaker Karen Gross, who served as senior policy advisor to the U.S. Department of Education and is “We need to be prepared to support kids who have an expert in trauma and disaster planning and relief, observes experienced trauma even if we don’t know exactly who they that educators are not just delivering content. “Trauma travels are,” Venet said. “Sometimes the trauma manifests in really with students like a suitcase,” she said. “We know that the bold obvious ways and with seemingly obvious causes, but best solution for helping traumatized students is engagement most of the time, kids who have experienced trauma will not with a positive caring adult. Educators can listen well and ask really be aware of their trauma or even be able to name it. better, not harsher, questions of their students.” Many of them will be well into adulthood before they have labels for what they experienced and are able to understand For example, instead of wondering “What’s wrong with this and process how it’s impacted them.” student?” shift the lens to wondering “What happened to this student?” Instead of telling a student “You’re not allowed to do Supporting these students begins with creating a trauma- that” shift to a less directive, more curious approach. Ask, for informed classroom environment [see sidebar above]. Rather example, “Can you share with me why you’re so upset?” Then than a set of prescribed strategies or “something you need listen to what they say. to add to your plate,” it’s an effort to create a positive social climate by choosing to view students through a particular “Be there for them in the moment,” Gross said. “This is not content learning but it will enable content learning.” There’s a growing consensus in the literature, she noted, that “we do “Be there for them in the moment. better by allowing students to process what’s going on right This is not content learning but it will there even if we have to call in a trained professional to help enable content learning.” with the situation. It messages to the student, ‘I have to figure this out’ and demonstrates that the way to deal with problems —Karen Gross, former senior policy advisor, U.S. is not to get kicked out of school but to work through Dept. of Education whatever is troubling.”
24 | Business Education Forum Though more people are becoming trauma-aware even if 2011. Guidelines are aimed at keeping the nation “safe from they don’t have all the tools to be trauma-sensitive or trauma- harm and resilient when struck by hazards” (FEMA, 2018) responsive, Gross remarked, there’s still a long way to go to solve and based on lessons learned from terrorist attacks, hurricanes, the problem. She would like to see more training of educators in school incidents, and other crises. Guidance stresses broad this area. and sweeping planning that is at the same time customized to the locale, assumption of the potential for crisis at “in all “Add trauma training to colleges of education so it’s not just settings and at all times,” and a collaborative planning process an add-on but the focus of a strong academic and practical set that involves the whole school community. Ideally planning of insights into trauma’s broad-ranging impact on students,” addresses five aspects of crisis intervention—prevention, she said. “Provide employment-based training for professional protection, mitigation, response, and recovery—and schools development once teachers and professors are in the workplace. must comply with applicable state and local requirements. We could ask, why do this? What about all the other students? The answer is if you create a trauma-responsive environment, it 2Brain regions typically impacted by traumatic stress include benefits all students. Like a rising tide, it lifts all boats.” the amygdala (fear regulation), the hippocampus (memory), and prefrontal cortex (executive function and decision- Loyola’s Pesce agrees with Gross on the importance of making making) (Bremner, 2006). trauma training part of teacher education. “When it comes to psychological and emotional safety, which we know is as 3Business educators who would like a copy of the five-part important as physical safety, students will follow the lead that lesson plan presented in Student Psychoeducational Groups adults give them. [Educators] are the role models. They’ve got in School Crisis Intervention: The PREPaRE Model can to respect that in themselves … and do everything in their access it here: https://apps.nasponline.org/search-results. power to remain calm and to recognize that this is the most aspx?q=Student+Psychoeducational+Groups+in+School+ important thing they can do for their students.” Crisis+Prevention. Note that several resources are on this webpage; please click on title (“Student Psychoeducational Take an ecological approach Groups…”) to access. Educators don’t have to go it alone. “Teachers are the ones who see kids day in and day out,” said Western Connecticut’s Lomas. 4Signs of students who might need additional follow-up “But I’m a fan of the ecological approach: [Protecting students] include common reactions that linger (usually for more than is everyone’s responsibility.” two weeks), Pesce explained: “In a classroom meeting, for example, some students keep asking the same questions An ecological approach spreads the responsibility across and don’t seem at ease with the answers. Or they might expanding concentric circles: parents, employers, religious still be having issues like not coming to school or acting in groups, government laws. “All have an impact … in building ways they normally don’t—for example a quiet student who resilience,” Lomas said. becomes hyperactive or extremely withdrawn.” Such students might be referred for group crisis intervention for three to Retired police chief Kevin Craig, now a school safety consultant four hours during the school day to process emotions by with Porzio Compliance Services (see “Business Spotlight,” sharing their crisis story and their crisis reactions, looking for page 28) calls this kind of ecological approach “providing commonalities, and normalizing some of the grief reactions collaborative wrap-around services.” they’re experiencing and learning ways to address them. Pointing to the increase in incidents of mass violence, he said, “While there is never an excuse for violence, after-action reports Cited Bremner, J.D. (2006). Traumatic stress: Effects on the brain. indicate that perpetrators of mass violence in many cases have Dialogues in Clinical Neuroscience 8(4): 445–461. ACEs, which could be catalysts [for the actions they take]. It’s Available at https://www.ncbi.nlm.nih.gov/pmc/articles/ important to look at safety and security holistically rather than PMC3181836/ focusing on target hardening. [Trauma-informed models] get ahead of crisis by focusing on prevention.” n CDC. (2019). About the CDC-Kaiser Permanente ACE Study. Centers for Disease Control. Available at https://www.cdc. Notes gov/violenceprevention/childabuseandneglect/acestudy/ 1 According to Guide for Developing High-Quality School about.html Emergency Operations Plans (2013), national preparedness efforts are now informed by Presidential Policy Directive (PPD)-8, signed by President George W. Bush on March 30, continued on page 26
February 2020 | 25 Forum Feature
Felliti, V.J., et al. (1998, May). Relationship of childhood abuse and household dysfunction to many of the leading Selected Resources causes of death in adults. The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Media Medicine 14(4): 245–58. Available at https://www.ncbi. 10 Simple Steps for Reducing Toxic Stress in nlm.nih.gov/pubmed/9635069 the Classroom https://www.edweek.org/ew/articles/2019/11/15/10- FEMA. (2018). Learn About Presidential Policy Directive-8. simple-steps-for-reducing-toxic-stress.html Federal Emergency Management Assistance. Available at A listicle that describes 10 techniques for delivering social-emotional learning to students to mitigate the https://www.fema.gov/learn-about-presidential-policy- impact of lived adverse childhood events (ACEs) and directive-8 help them succeed with learning. Hickman, J., & Higgins, K. (2019, November 15). 10 simple A Crash Course on Trauma-Informed Teaching steps for reducing toxic stress in the classroom. Available https://thecornerstoneforteachers.com/truth-for- at https://www.edweek.org/ew/articles/2019/11/15/10- teachers-podcast/trauma-informed-teaching/ simple-steps-for-reducing-toxic-stress.html A “Truth for Teachers” podcast that provides an overview of understanding trauma-informed teaching Rice, K.F., & Groves, B.M. (2005). Hope and Healing: A practices, with do’s and don’ts for navigating how to Caregiver’s Guide to Helping Young Children Affected by support students and oneself in trauma’s aftermath. Trauma. Washington, D.C.: Zero to Three. Collective impact of Adverse Childhood Watson, A. (N.d.) A crash course in trauma-informed Experiences teaching. Truth for Teachers. Podcast, episode 142. https://www.cdc.gov/violenceprevention/ Available at https://thecornerstoneforteachers.com/truth- childabuseandneglect/acestudy/index.html for-teachers-podcast/trauma-informed-teaching/ The Centers for Disease Control’s database of information on adverse events that can impact a student’s future health and success. The database includes reports and findings as well as prevention Joanne Lozar Glenn (703-721-2088; jlg@ tools. A scorable test is available at https://www.npr. joannelozarglenn.com) is an Alexandria, org/sections/health-shots/2015/03/02/387007941/ Virginia–based professional writer, editor, take-the-ace-quiz-and-learn-what-it-does-and- and educator who specializes in education doesnt-mean and healthcare. Educating for Trauma A book by former U.S. Department of Education senior advisor and trauma intervention and relief expert Karen Gross, forthcoming from Columbia University Press, that provides concrete strategies that educators and administrators can deploy to create trauma-responsive educational institutions across all educational levels.
Guide for Developing High Quality School Emergency Operations Plans https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf A report prepared for the U.S. Department of Education with input from the U.S. Department of Health and Human Services, U.S. Department of Homeland Security, U.S. Department of Justice, Federal Bureau of Investigation, and Federal Emergency Management Agency. Addresses
26 | Business Education Forum principles of school emergency management violence, drug raids, overdoses etc., with trauma- planning; processes for refining school emergency informed resources. The Act authorized $10 operation plans (EOPs) in partnership with million in federal funding to establish 5-year community partners; form, function, and content demonstration grants for states so that they could of school EOPs; key topics that support school build or strengthen “Handle with Care” programs emergency planning, psychological first aid, and in their districts. The initiative was intended to information sharing. boost coordination between law enforcement and school-level personnel to better support students “The How and Why of Trauma-Informed affected by trauma-related events. How it works: If a Teaching” student encounters the law enforcement system as https://www.edutopia.org/article/how-and-why- a result of some home-based trauma, for example, trauma-informed-teaching law enforcement will send a “Handle with Care” An Edutopia article that debriefs a Twitter chat alert to the child’s school so that the school can among educators about building trauma-informed interact with the child in a method informed by their social and emotional learning (SEL) environments. trauma training. The goal is to promote a safe school Key concepts include need to assume that “all environment and ensure that every child thrives in children are trauma-affected and need SEL support”; school even if that child experiences trauma at home. the importance of relationships first, concepts second; the recognition that some students’ undesirable behaviors emerge from unhealed and Organizations retriggered trauma; the need for a consistent team- National Association of School Psychologists based approach to deliver appropriate trauma- www.nasponline.org informed support; and the provision of a buffer for Produced Frameworks for Safe and Successful the secondary trauma that teachers experience Schools, guidance for creating positive school “because of the stress of bearing witness to others’ climates and for dealing with emergencies and their trauma.” effects.
SAMHSA’s Concept of Trauma and Guidance The National Child Traumatic Stress Networks for a Trauma-Informed Approach www.nctsn.org https://www.acesconnection.com/blog/three-e-s- Offers resources for raising the standard of trauma- and-4-r-s-samhsa-s-new-publication-on-trauma- informed care and providing access to services informed-care for traumatized children, their families, and their Information that simplifies complex concepts communities in the U.S. underlying trauma and trauma-informed care: (1) “The Three E’s of Trauma: Events, Experiences, and Effects” and (2)”The Four R’s: Key Assumptions in a Professional Development Trauma Informed Approach—Realization, Recognize, Trauma-Informed Practice Certificate Respond, Resist Re-Traumatization.” https://ssw.umich.edu/offices/research/projects- grants/trauma-informed-practice-certificate- for-prospective-teachers-social-workers-and- Legislation nurses/13219 The Handle with Care Act of 2018 A professional development certificate training for https://www.acesconnection.com/g/aces-in- current and prospective teachers in the knowledge education/blog/the-federal-handle-with-care-act- and skills to provide inter-professional, cutting-edge is-designed-to-connect-children-who-experience- responses to students’ trauma and traumatic stress trauma-to-trauma-informed-school-resources and to sustain trauma-informed service delivery A West Virginia-based initiative that became a systems in schools. national model for connecting schoolchildren who experience trauma at home, such as domestic
February 2020 | 27 Business By Joanne M. Lozar Glenn Spotlight
Porzio Compliance Services: Providing “Wrap Around” Trauma-Informed Consulting Services to Schools
hough 2018 was the worst year Ton record for gun violence in U.S. schools, data overall show that schools are the safest place, other than at home, for students to be (Blad, 2018; Lopez, 2018). Regarding the latter, Education Week noted that schools have significantly increased security measures, including the number of school safety officers in schools. In addition, recent legislation such as the 2018 “STOP School Violence Act,” which funds school security and measures like threat assessment, will help schools identify potential violence risks and provide violence prevention training for teachers and students.
The risks schools face and the funding available to mitigate those risks have created a need and an opportunity for the kind of security compliance and governor-appointed task force involving For example, in one school where services Porzio Compliance Services school safety led him to his current Craig served as security director, provides. In addition to assessments, position at Porzio, where he and his some students were acting out when emergency planning, and investigations, company are able to make an impact by confronted on code-of-conduct issues. the company provides training that providing training and services that are Rather than punitively sending them goes beyond intervention. According trauma-informed. to the office, potentially intensifying to Porzio’s Assistant Vice President resentment, frustration, and anger, he let of Safety, Security, and Investigations Here’s what that looks like: “School them express their feelings so that the Kevin Craig, the training instead offers resource officers and security staff are situation could be safely de-escalated. a holistic prevention and guidance being trained to identify not a specific The trauma-informed intervention approach to establishing a culture of trauma but the stress reactions that allowed the incident to move forward security focused on building trusting students who have been exposed to without further disturbing the school relationships between students, staff, and trauma or adverse childhood experiences environment or resulting in additional school safety officers. (ACEs) tend to exhibit,” Craig said. consequences for the affected student. “But rather than react in kind—as in Trauma-informed traditional law enforcement and security “We don’t know if trauma is behind prevention training models—we emphasize taking a step [these kinds of incidents], but reacting Craig has four children of his own. He back and [considering what might have in kind is not going to solve the issue,” understands the fear of losing those happened to that child that may be Craig said. “We are concerned with children to a preventable emergency. contributing to their behavior].” providing safety and security first so His background as a retired New Jersey that we can move together toward a police chief and his work on a state successful resolution.”
28 | Business Education Forum Continuous case FAST FACTS: Porzio Compliance Services management Regulations for schools employing Headquarters: Morristown, N.J. resource officers vary across the Business model: A wholly-owned subsidiary of Porzio, Bromberg & nation. In New Jersey, where Porzio is Newman, P.C. located, schools sign a memorandum of agreement that identifies ground Staff: Five executive staff consisting of two lawyers and 3 C-Suite-level professionals with the full support of the Porzio family of businesses. rules for incorporating resource officers into the school structure. For instance, Mission: Assisting schools in all aspects of security and compliance from officers are not expected to be involved physical threat assessments to incident response plans, information in the discipline efforts of the school. compliance and security, employee training, and advocacy to help them Rather, they are considered adjunct staff create and maintain the most secure environment for students and staff members who have daily assignments, Services: Onsite assessments of emergency preparedness and security share information collaboratively, and and technical vulnerability, compliance and operations reviews, function as liaisons between the school investigations, and training and the law enforcement agency. Web: https://porziosafeschools.com
Much like other law enforcement assignments like tactical teams and plan components are ever addressed: the and de-escalate, then discuss potential detectives, SRO’s require specialized event and the experience (and not the repercussions,” Craig said. “The student training and specific skills to be effect). “The ideal situation,” Craig said, was referred to counseling services, did effective. These attributes include strong “is to partner with mental health and well, and graduated successfully.” n interpersonal and communicationskills; social services so there is continuous case problem-solving ability; effectiveness management.” Cited in working with school-aged children, Blad, E. (2018, April 10). Data: parents, and school staff; and an The emphasis on relationships, trust, Schools have gotten safer over understanding of youth development and multiple avenues for assistance is time. Education Week. Available and psychology. intended to wrap a safety net around at https://www.edweek.org/ew/ the student. A recent situation bore out articles/2018/04/11/schools- Vis-à-vis students, “in addition to their the effectiveness of this approach. In have-gotten-safer-over-time. law enforcement role SRO’s act as an one school, Craig recalled, there was html?cmp=soc-edit-tw informal counselor, mentor, or educator,” a student who was being pulled out of Craig explained. In that role, SRO’s class regularly because of significant Lopez, G. (2018, Dec. 10). 2018 was might also provide information on behavior issues. by far the worst year on record how the criminal justice system works, for gun violence in schools. Vox. what it means in teenage and adult “When confronted by administrators Available at https://www.vox. life, and how behavior may impact a the student would become physically com/2018/12/10/18134232/gun- student’s future. Porzio also provides aggressive,” Craig said. “We learned violence-schools-mass-shootings schools with guidance on school security through conversation that the students’ staffing including pre-employment parents had substance abuse and investigations, collaborating with law incarceration issues.” Joanne Lozar Glenn enforcement, applicant selection, and (703-721-2088; jlg@ joannelozarglenn.com) training. Once that was determined through information sharing between and is an Alexandria, Echoing what is frequently a critique of among safety officers and school staff, Virginia–based professional writer, emergency planning efforts, Craig noted resources such as counseling were diverted to the student. After a while, editor, and educator that “emergency operations training is who specializes in education and the student became less confrontational. often limited to simply getting through healthcare. emergency situations.” In effect, then, “Our approach had taken the student only two of three emergency operations to a place where they could safely vent
February 2020 | 29 Inside By Trisha Kolterman Scoop
Funding the College Dream
mericans highly value an education, n locations of financial resource Aensuring that every child has With adequate planning information, access to free public education through and research, parents n goal-setting activities based on high school and tailoring the education household income and college process to prepare students for the next and students can find expenses, step into college. However, the college dream is expensive: The cost of tuition the funds to make the n methods for minimizing college currently outpaces increases in inflation costs, and and annual household income. In the college degree a reality n creating a dialogue with children 2019–2020 academic year, the average about the cost of college and parent’s price for public college tuition and fees with a manageable expectations of how to fund the costs was $10,116, not including housing, amount of debt. and who will pay. food, or books (Powell & Kerr, 2019). Inviting local college representatives Many parents and students are unaware from the financial aid department, who of the extraordinary expense of college myDirectLoan/index.action (“Federal can answer questions about federal aid and equally unfamiliar with finding Student Aid”, 2019). packages and scholarship availability and the funds to pay for the college dream. deadlines, will give parents and students In 2018, the average American had Students who are new to the federal the opportunity to discover funding less than $1000 in savings; 32% of loan program are required to complete availability. Enlisting the assistance of Americans reported a saving account entrance counseling, which takes financial advisors to provide educational balance of zero (Huddleston, 2019). approximately 30 minutes. The entrance materials and presentations about counseling is required for Direct Loans, saving and investment opportunities Also, many potential college students are Federal Family Education Loans, will provide parents a safe place to ask the first in their family to attend college. Direct Subsidized Loans, Direct questions without the pressure of a sales For example, nationally, 41% of African Unsubsidized Loans, and Direct PLUS pitch. American undergraduate students Loans. Financial aid counselors review and 61% of Latinx undergraduate the differences between the loans and How-To’s: A Seminar students are first-generation college introduce families to repayment plans Checklist students with low income backgrounds that estimate the repayment period, the The enrollment process for incoming (Department of Education, 2014). The monthly payments, and the amount of college freshmen can be overwhelming; lack of familiarity with applying for incurred interest. students often rely exclusively on parents federal loans, finding scholarships, and to handle the financial details. When implementing wise financing decisions “Find the Funds” Seminar students and parents complete a FAFSA can quickly turn the college dream into a To alleviate the uncertainties of college (Free Application for Federal Student life-changing debt nightmare. funding for inexperienced families, high Aid) seminar prior to students’ departure school administrators or instructors can for college, family communication A possible intervention to help families provide an invaluable service by hosting improves and families develop a realistic understand the college financial process a “Find the Funds” seminar. The main picture for the college experience. involves hosting a college funding goals of the seminar are to assist parents seminar for high school students in creating a dialogue with children The FAFSA application is available and their parents. My institution, for about the cost of college and parents’ October 1 for high school seniors, example, offers new student orientations expectations, and to develop a financial well in advance of when most students throughout the summer, introducing plan to fund the costs. To ensure success, will be receiving notice of college incoming freshmen and their parents to focus on robust, relevant content and acceptances. The seminar checklist the financial aid process. Financial aid invite local college financial aid experts shared below originated as opportunity counselors assist students with creating a to serve as resources. to assist families prior to students Federal Student Aid ID and making final decisions about college password at https://studentloans.gov/ Possible topics for the seminar include commitments. The seminar replicates n evaluating and selecting saving and the College Financing Plan (U.S. investment tools, Department of Education, 2019) used 30 | Business Education Forum substantially reduce the total college References For a broader examination tuition costs. Some colleges offer Federal Student Aid. (2019). FAFSA: of what educators can do to specialized programs that reimburse Apply for aid. Retrieved from https:// help students better prepare students for pursuing specific degrees studentaid.ed.gov/sa/fafsa for their college experience, in health, education, or law, providing the student meets the academic Federal Student Aid. (2019). please see the author’s requirements and post-graduation FAFSA4Caster, Estimate your aid. article “Preparing High requirements. https://studentaid.ed.gov/sa/fafsa/ School Seniors for College” estimate on pp. 12–14. 4. Invite a financial advisor. Financial advisors can explain the types of Federal Student Aid. (2019). saving and investing tools available StudentLoans.gov. Retrieved by college institutions to compare and the importance of compound from https://studentloans.gov/ colleges and to make informed financial interest, including demonstrating the myDirectLoan/index.action decisions. concepts of future values of money. Although waiting until students are Huddleston, C. (2019). 58% of Here is a recommended checklist for juniors in high school may seem late Americans have less than $1,000 in organizing and hosting a FAFSA to start saving, if parents invest $200 savings. GoBankingRates. Retrieved seminar: per month for 2 years earning 6% from https://www.gobankingrates. com/saving-money/savings- 1. Start with a plan. Introduce per year, the amount saved will equal advice/58-of-americans-have-less- seminar participants to U.S. News nearly $5,540, enough money for than-1000-in-savings/ Best Colleges and U.S. News College one year of tuition and fees at many Compass (see References) to begin community colleges. Powell, F., & Kerr, E. (2019). See the researching college programs, ranks, 5. Explore the college career services average college tuition in 2019–2020. costs, application deadlines, and best department. Most colleges employ a U.S. News & World Report. Retrieved fit for the students. career services department designed from https://www.usnews.com/ education/best-colleges/paying-for- 2. Find FAFSA. FAFSA provides to assist students with internships, college/articles/paying-for-college- students with access to direct career placement jobs, and part- infographic subsidized loans, direct unsubsidized time jobs during college. Encourage loans, direct PLUS loans, and students to research the jobs available U.S. Department of Education. 2014. within a reasonable geographic direct consolidation loans. Parents Profile of undergraduate students: 2011– vicinity of the prospective college. may be anxious about completing 2012. Retrieved from https://nces. the application form or sharing Nearly 99% of undergraduate ed.gov/pubs2015/2015167.pdf personal financial information. students will work during the pursuit Emphasize that the FAFSA4Caster of an academic degree. U.S. Department of Education. 2019. tool is a completely confidential, The college financing plan. Retrieved anonymous aid estimator, allowing Live the Dream from https://www2.ed.gov/policy/ students and parents to enter With adequate planning and research, highered/guid/aid-offer/index.html financial information and receive parents and students can find the funds an estimate of funding eligibility. to make the college degree a reality U.S. News Best Colleges. Retrieved from The FAFSA4Caster also provides with a manageable amount of debt. https://www.usnews.com/best-colleges a search tool to compare colleges Introducing families to the available U.S. News College Compass. based on average annual cost, resources is the first step to overcoming Retrieved from https://www. graduation rate, and average salary of the financial challenges and making usnews.com/usnews/store/ alumni. investments that will cause an impactful change in a student’s life and career. college_compass?src=web:col_ 3. Invite a college representative compass:na:alertbar:20180131.htm from the financial aid department. At our institution, an open enrollment college, more than 70% of incoming College representatives are Trisha Kolterman freshmen receive financial assistance, excellent resources for assisting (402)-375-7248; with FAFSA and discussing helping to make the college dream a [email protected]) is an additional funding options including reality. Creating a cohesive strategy assistant professor at scholarships, grants, and work study mixed with saving, investing, loans, and Wayne State College, opportunities. Enrolling high school college employment will allow students Wayne, NE. students in dual credit classes may to enjoy the college experience and maximize the academic returns. n February 2020 | 31 Planbook By Barbara Looney
Pecha Kucha—Japan’s Remedy for “Death by PowerPoint”
eady for a fresh approach to blossomed into worldwide PK Nights Rpresentations that will maximize The Pecha Kucha where audiences and presenters unite classroom time and excite presenters over myriad topics. and listeners? Try the Pecha Kucha method advances Assign criteria. An assignment (PK) format to help students focus their two trends in current presentation style. handout that outlines criteria for a presentation style: 6-minute, 40 second, informative What it is presentation to educate and interest Pecha Kucha (pronounced roughly: minimalist yet engaging an audience about one business or pe-cha ku-cha OR pe-chak-cha) is technology trend is provided in Japanese for “chit-chat.” It’s a way to visuals paired with this LiveBinders link: https://www. share powerful ideas in a fast-paced, livebinders.com/b/2567621 (Access high-energy manner. narration that demands key: PK Presentation).
The Pecha Kucha method advances listener concentration. Select partners. Assigning the PK two trends in current presentation project early in the semester means style: minimalist yet engaging visuals few students may know one another. into four groups per class meeting, paired with narration that demands Using a randomized partner selection across just four classes during listener concentration. Audiences process assures an even mix of talents the semester. This spacing leaves attend best when slides contain fewer and encourages work with an unknown ample time for class questions and words and speakers share key content. partner. One way to set pairs is for feedback after each presenting pair. students to draw from a duplicate set The Pecha Kucha format dictates that Here’s how you might work with it in of quotes by famous businesspeople. presenters share their content across your classroom. Students find the classmate who drew 20 slides, each with just 20 seconds their same quote. The two exchange of commentary. With the slides set to Week 1/Day 1: Getting contact information and begin to advance automatically, each program decide on a topic. runs for 6 minutes and 40 seconds. acquainted The PK assignment should come early Choose topics. After students meet From an instruction standpoint, the in the semester to allow research and their partners, provide 15 minutes for advantages include preparation time. topic selection. Press coverage of the annual Consumer Electronics Show n a structural platform that Introduce assignment. Build curiosity in Las Vegas, NV, yields a rich list encourages speakers to organize with a 1-minute video of people of new products worthy of research tightly and remain on-point; trying to pronounce Pecha Kucha and presentation. From competitors n (see https://www.youtube.com/ a timeframe that pleases the and pricing, along with production watch?v=amCOATXoEgk&t=6s). audience and keeps the content and market challenges, right through moving and engaging; Next, view a 3-minute video that to product pros and cons, business n a format that supports presentation provides both the pronunciation and students can share multiple angles for assignment learning goals for clarity background (https://www.youtube. analysis and audience consideration. and concision; and com/watch?v=Bf7WUGwuysQ&t=1s). (See the LiveBinders link referenced n a mechanism that promotes The PK format was devised by Tokyo earlier for the list of Pecha Kucha manageable use of the classroom architects Astrid Klein and Mark topics culled from past CES events.) Dytham in February 2003, as an calendar. A class of 32 students Record topic choices. Use a Google efficient way for young designers to paired for 16 presentations, for Document to list all possible topics share their work. The pleasing structure example, can easily be scheduled and provide a space for presenters to
32 | Business Education Forum register their selection. This method ensures that only one pair will take Resources Recap each topic. Every pair can log into the Google Document and announce their VIDEOS choice. Post the Document link within Introduction: https://www.youtube.com/watch?v=amCOATXo the course Learning Management Egk&t=6s). System (LMS) for ready access. In days Pronunciation and background: https://www.youtube.com/ that follow, if further research results watch?v=Bf7WUGwuysQ&t=1s in less enthusiasm for a chosen topic, Organizational tips: https://www.youtube.com/watch?v=wq1Jnx any pair can remove their original 51pW0&t=2s Google Document selection and take Sample presentation: https://www.youtube.com/watch?v=jXruIy any other topic that remains open. The E3f40 LiveBinders folder shares a sample Google Document form. HANDOUTS https://www.livebinders.com/b/2567621 Access key: PK Week 1/ Day 2 Presentation Students will benefit from guidance on how to assemble their Pecha Kucha program. This helpful 3-minute 2, 3, and 4) for project design and Offer instructor evaluation. Use a video—https://www.youtube.com/ development. form that assesses the presenters’ slides watch?v=wq1Jnx51pW0&t=2s—shares and content. Since the instructor has highlights about organization. (For Week 5: Presentations access to all slide decks, a more careful example, using 20 index cards will Aim for scheduling four “paired” review is possible after the actual help student pairs to divide their presentations per day to leave ample presentation day. (See the LiveBinders presentation into logical segments.) class time for feedback and discussion. link for both evaluation forms.)
Students struggle most to produce Pre-load slide decks. Preserve class Enjoy these lively Pecha Kucha a clear start and a solid finish. A time by having all presenters email their presentation days. n 7-minute video from a Pecha Kucha program to the instructor in advance Orlando presentation (https://www. (for example, at least 1 hour before their scheduled presentation time). Barbara Looney youtube.com/watch?v=jXruIyE3f40) (Barbara.Looney@ With each program pre-loaded on the will give students a visual example of bhsu.edu) is Assistant a finished presentation on a business classroom’s instructional computer, Professor of topic. valuable class time is not spent on time- Management, School consuming, individual log-ins. of Business, Black Week 2: Design and Hills State University, Provide opportunity for feedback. Spearfish, SD. Development Give students a form for sharing Send all students a confirmation email feedback about each presentation. with the date of their presentation Collect and record these evaluation or post the schedule online in the averages, then share the peer comments class LMS. Allow three weeks (weeks with the presenters.
February 2020 | 33 Mentoring By Michelle Taylor and Marie Coleman Minute
Techniques for Differentiating Between— and for Dealing with—Stress and Burnout
ost educators can relate to classroom issues, we will leave the Mthe extra pressure that one Many of our profession. Ultimately, our students and little ambiguous clause in their departmental society suffer from the loss of a good contract—“and performs other duties as educator. assigned”—puts on an educator when colleagues have it is added to their day-to-day teaching begun implementing Are you stressed—and if so, responsibilities. to what degree? To find out, some of our strategies, take this test: https://www. When the educator is a perfectionist and they are having a educationsupportpartnership.org.uk/ AND cannot seem to say no when positive impact. resources/online-tools/take-stress-test asked to do anything, it is a potential indicator that this educator may need Remedies support at some point. For Michelle, So, how do we alleviate the stress all stress the same. To handle the this point arrived not too long ago when that leads to teacher burnout? We can stress, the body releases cortisol. We she was so tired that she had a constant begin with positive self-talk and by feel this cortisol effect as a “fight or headache and would burst into tears confronting the situations causing stress, flight” response. We experience a surge over anything. The breaking point and identifying the stressors, and changing of adrenaline while the situation is final red flag indicating she had a real them. Each of must take control of our occurring and then feeling immediately problem was when she dreaded opening situations and look for support from drained once the problem is done. email and possibly seeing a few subjects administration, peers, and family (Long, C., 2018). or senders of some communication. Understanding cortisol’s When she saw those emails, she would Healthy tasks, such as physical be physically sick and start crying. Was impact “Simple” stress, prolonged over time, can activity or meditation, can support she stressed out—or burned out? lead to burnout. If we do not properly us while handling stress. One of the Differentiating between care for ourselves and relieve the body most effective strategies is laughing; and mind from the stress overload stress and burnout also, getting plenty of rest and that leads to burnout, we begin seeing eating well while limiting caffeine is There is a distinct difference in burnout physical manifestations of the extra important. Don’t binge on things like and stress. Educator burnout occurs cortisol with weight gain or loss, slow- chocolate. Creating a list of tasks to be from handling occupational stressors healing skin, acne, tiredness, nausea or accomplished and then checking each for an extended time period. It takes the vomiting, and muscle weakness or pain item off the list as it is completed can form of emotional exhaustion or feelings (Oberle, E., and Schonert-Reichl, K. A., provide a visual that helps us feel a sense of over extension, depersonalization 2016). of accomplishment. or negative and cynical attitudes, and reduced personal accomplishment Triggers Personally, we find different strategies or negative self-evaluation of job All of us have different triggers effective. Michelle finds it helps to set performance (Wong, V. W., Ruble, L. leading to burnout. It can be a student dates for deadlines and create plans A., Yue, Y., & McGrew, J. H., 2017). misbehaving (biggest predictor for projects. Then working the plan Stress is generally limited in time and for burnout), high stakes testing, provides a sense of satisfaction and can be attributable immediately to relationships, or our own personal empowerment. “Brain drains” such something happening at that moment in characteristics (Robinson, J. P., 1989). as playing a game of Solitaire, using time (Dicke, T., Marsh, H. W., Parker, When any of the professional stress- diffusing oils such as lavender, and/or P. D., & Kunter, M., 2014). related issues encroach on our personal dimming the lights while soft music plays helps to relieve her stress. She also Our body does not distinguish time, our risk of burnout increases has a “glittered” stress jar that she shakes between physical or mental, personal significantly. When we as educators feel to release physical frustration. When she or professional, stress. The body treats burnt out and incapable of handling
34 | Business Education Forum puts the jar down, she uses the time the Oberle, E., and Schonert-Reichl, K. glitter floats to vocalize her discontent. A., (2016). Stress contagion in After the last piece of glitter hits the the classroom? The link between bottom of the jar, she begins trying to classroom teacher burnout and resolve the problem. She also has a morning cortisol in elementary school set of glasses clearly labeled “YES” or students. Social Science and Medicine, “NO.” For every responsibility she agrees 159, 30–37. to take, she puts a marble in the YES glass. This visual reminder—the marbles Robinson, J. P. (1989). Teacher stress: rising in the glass—helps her refrain causes, stages, and effects. -Journal of from overextending herself by making Health Occupations Education, 4(1), a conscious effort to refuse further 67–80. obligations. Then, as an obligation is Wong, V. W., Ruble, L. A., Yue, Y., & met, she pulls a marble from the “YES” McGrew, J. H. (2017). Too stressed glass. Marie uses prayer, scripture Glitter jar for relieving stress. The to teach? Teaching quality, student physical movement of shaking the reading, and just being quiet as great engagement, and IEP outcomes. jar offsets tension. Use a time limit stress relievers. (for example, for as long as the Exceptional Children, 83(4), 412– glitter floats) to voice as loudly as Many of our departmental colleagues 427. doi:10.1177/0014402917690729. needed the stress being felt. have begun implementing some of our strategies, and they are having a positive impact. n Michelle Taylor (601-345-1208; References michelle.taylor@rcu. Dicke, T., Marsh, H. W., Parker, P. msstate.edu) is an D., & Kunter, M. (2014). Self- online and project efficacy in classroom management, manager at Mississippi classroom disturbances, and emotional State University, Mississippi State, MS. exhaustion: A moderated mediation analysis of teacher candidates. Journal Marie Coleman of Educational Psychology, 106(2), (337-421-6590; 569–583. doi:10.1037/a0035504 marie.coleman@ sowela.edu) is an Long, C. (2012). How do educators assistant professor handle work-related stress? NEA in the School of “Yes” or “No” marbles provide a Today. Retrieved from http://neatoday. Business and Applied visual of how many things a person Technology at SOWELA Technical has agreed to complete. For every org/2012/09/07/how-do-educators- Community College, Lake Charles, “Yes,” theoretically a “No” should be handle-work-related-stress/ on March LA. provided to keep life in balance. 13, 2019.
February 2020 | 35 Colleague to Colleague
What’s your favorite technique for engaging students in a lesson you’re teaching?
Often students are given teacher- I believe in the power of asking determined topics for a writing questions! Not just any question, but a assignment. Writing assignments in my question that explores the unconscious classes are generally based on positives. thinking. A question that encourages They can write about their own or their additional questions. classmates’ accomplishments, about someone who has positively affected I came to value true communication their lives, share their thoughts about and the art of asking questions after the political atmosphere, or any topic that rings true to reading several books on the topic (Questions Are the THEM. Answer by Gregersen and Conversational Intelligence by Glaser). Asking questions allows students to explore I have found that their writing skills are sharper when their own personal perspectives, their potential biases, they can choose the subject, especially writing from a and their overall views. It can be both engaging and positive viewpoint. Why? Too many of them hear, are introspective. affected by, and live with negativity. This helps them view their days in a more positive frame of mind. Often, Students who truly explore their answers to questions I hear them state that they enjoy our class because they allow themselves to think more deeply about a topic “can write about anything” and “it is nice to say nice and its relevance in their world/environment. This things.” activity allows students to explore their own questions around the topic. I am not necessarily looking for an Elizabeth Monahan answer to the question; rather we’re exploring the Saint Raphael Academy endless possible questions that exist around a topic. Pawtucket, RI Kathy Kennedy-Ratajack Wilmington University In my economics course I have students Wilmington, DE use personal whiteboards to draw graphs and solve problems. If they make a mistake with the whiteboard, it is easy to erase and try again! Students can create a problem and have a partner solve it. I also have students use Flipgrid to share their thought process while solving problems using the whiteboards, so they can practice metacognition and I can use it as a formative assessment tool. William Betthauser Bishop O’Connell High School Arlington, VA
36 | Business Education Forum By Shelley Pewitt CTSO
Your CTSO Belongs in the Classroom
our students are amazing, bright, Parents need to know the benefits Ymulti-talented, and can ace that I am always amazed and that their kids can earn test in your classroom! But how good at the transformation scholarships, cards, awards, etc. are they at applying what you have of students’ personal n Have a formal or informal Pinning taught them to real-world business Ceremony. problems? Can they network with speaking skills and n Take them on a trip in the fall. business individuals or talk to people confidence after they do not know? If your students Usually, one trip and they are are like mine, they struggle with they’ve participated in hooked. Remember to enforce the tasks involving critical thinking and CTSO experiences! rule: Only paid members should communication! attend! n Teach them a special handshake: Our CTSO’s are the answer to taking n Partner with businesses in your kids show new members the DECA your program from GREAT to community for business case role- diamond made with their hands. OUTSTANDING! Not only does plays and/or interview days. Silly, right? But it works! your CTSO offer experiential learning and workforce readiness skills, but n Use Knowledge Matters Virtual n Create a giant poster with your it also builds personal skills such as Business Simulations in Class and LOGO and have all your members responsibility and leadership. I am enter your students in competitions sign it. Now other students see who always amazed at the transformation of (see “Resource Review,” p. 38). is in and they want to join, too! students’ personal speaking skills and n Create video challenges to help n Have a social! It can be a tailgate, confidence after they’ve participated in students prepare for competition. a trip to a local wings joint, an ice- CTSO experiences! cream social, etc.! n Invite guest speakers from business n How Can I Teach My and offer your class to work on a Raffle off old CTSO items. Every problem for them. teacher has a stash of extra shirts or Curriculum and Add the specialty items from their CTSO. Responsibility of Running How can I increase my Draw a name each Friday from the a CTSO? CTSO membership? PAID membership list. Very simply…How can you NOT? Let me give you the 411 on this, because Tip #3 (our #1 trick) we have finally figured out several ways I get it, we are all very busy—and so to increase your active membership! You n CTSO goody bags. We buy a small are our students! It does take time probably will not believe some of these bag, place a DECA sticker on it, fill and effort to run an effective student work, but here goes: it with two to three pieces of candy, organization, and I am not going to lie: a DECA pen and pencil, and a bag I WISH our state/school system would Tip #1: Probably best not to start with of chips. Students pay their dues pay a stipend, but if you are not so “Who would like to join an organization immediately to get their CANDY. lucky... as they say in a recent song—do where you geto to take a 100-question it anyway! test and wear nerdy blazers?” Believe How do I know these ideas work? Our me…the time will come when they membership roster with 199 names tells There is good news though! Our are proud to represent your student me so! n programs are cocurr iculor, so much organization. can be achieved in the classroom. In addition, with good planning your Tip #2: Make them feel special! Here’s Shelley Pewitt organization can become student driven, how: ([email protected]. which will take the workload off you al.us) is a business n and give students ownership in your Write a letter to every parent using educator at Hoover program. school email explaining the benefits High School, of your CTSO. Let’s face it: Many Hoover, AL. Here are some ideas for experiential kids do not go home and tell their learning in the classroom: parents about your organization!
February 2020 | 37 Resource By Cynthia Johnson Review
Virtual Business Simulations
few weeks ago my students and I Within each simulation, there are Awere discussing how they are part lessons. Each lesson includes a reading KnowledgeMatters.com of Generation Z, also known as iGen or assignment, reading quiz, math quiz, Knowledge Matters, Inc. centennials—those who don’t remember and simulation. The first assignment what life was like before cellphones, is a reading module followed by a ten- 4 Bay Road, B-101 laptops, and tablets. question, multiple-choice quiz. This Hadley, MA 01035 is then followed by a math quiz that If you are teaching at the high school consists of word problems using real- 877.965.3276 or college level, Generation Z probably world examples. Once a student has Fax 413.584.8485 constitutes most of your student body. completed these assignments, they then Cost: All access, district, and Born between the mid-1990s and 2010, move on to the simulation. Once a individual pricing available they are the largest generation in the lesson has been successfully completed United States, accounting for 27% of the the student can move on to the next population. They have grown up with lesson. Learning is independent and Cited technology, not remembering a time autonomous. when it wasn’t a part of their lives. They —. (November 25, 2019). seamlessly and regularly use the Internet, My favorite part was the ability for Generation Z – Latest Characteristics, social media, the cloud, and mobile apps. teachers to modify the lessons. The Research, and Facts. Business teacher can choose which lessons to Insider. Retrieved from https://www. If you are looking for a way to engage the include and can change the order of businessinsider.com/generation-z [ Generation Z students in your classroom the lessons. The simulation can be or you would like to integrate an customized to fit the needs of your Cynthia Johnson interactive, cloud-based simulation into students. your curriculum, consider checking out (913.774.8515; Knowledge Matters. Its series of virtual An added benefit is that Knowledge cjohnson@usd339. net) is the high school business simulations targets the high Matters has partnered with DECA, computer technology school level; its case simulations target FBLA, BPA, and FCCLA to create teacher and district college-level programs. Teachers can challenges based on its simulations. professional create their own virtual business courses Students can compete against teams development chair for the Jefferson or use one of the established simulations from across the country to apply their County North Unified School District covering topics such as accounting, sports newfound business knowledge to real- in Winchester, KS. and entertainment, retail, restaurant, life situations. Schools with an active fashion, hotel, personal finance, and CTSO will benefit from the additional management. competitions this program offers while centennials will appreciate the gaming simulation experience. n
38 | Business Education Forum By Stephen D. Lewis Forum Flashback
n the October 2019 Forum Flashback, been fully adopted in the U. S., the idea II summarized an article that discussed Readers who are interested, behind teaching numbers in groups of the impending conversion to the metric or just curious about, uni and one, two, or three digits makes sense system of measurements in the U.S., duodigit keyboarding when teaching numbers using standard citing information from an article of numbers may measures also. In fact, many keyboarding appearing in the October 1979 issue of email the author teachers already use this approach. the Business Education Forum. I recall ([email protected]) for a Breaking numbers into dyads or triads, well the writings and discussions of complete electronic copy of such as telephone or Social Security that day about how the conversion to the cited article. numbers, make them easier to remember, the metric system would impact our thus easier to key. daily lives in myriad ways, not just in classrooms. to be cognizant of the fact that the Future generations will likely be forced to construction of numbers is now different convert to the metric system of measures Humann (1980) continued the discussion than what it was in the past. According as was suggested 40 years ago; but for of metrics in his article titled “Uni and to the Metric Conversion Act of 1975, now, Americans seem firmly in favor of Duodigit Keyboarding of Numbers.” all numbers may be written as one digit standard measures. n His hypothesis was that since faculty (such as 1), two digits (such as 23), or do a good job of teaching alphabetic three digits (such as 456). But, a number Cited typewriting, they should be able to do must not be written (constructed) so as Humann, L. L. (1980, February). Uni the same with the numeric keyboard. to exceed a series of three digits. This is to and duodigit keyboarding of numbers. He contended that “the metric system say that an ‘old’ number such as 743,218 Business Education Forum, 73(4), 12, 14. of writing numbers and combining should now be keyed as 743 218. A them with symbols and other keyboard series of more than three successive digits characters now allows us to do just within a number must be separated by a Stephen D. Lewis that by utilizing the uni and duodigit space. Thus, the ‘old’ number 49,087,621 (steve.lewis@mtsu. edu) is a professor approach” (p. 12). The following or the ‘old’ number 2,987,640 would be in the Department paragraph is quoted in its entirety to keyed, respectively, as 49 087 621 and 2 of Marketing in the explain the use of uni and duodigit 987 640 (Humann, p. 12). Jones College of numbers to simplify teaching students to Business, Middle keyboard numbers. Humann’s opinion was that all numbers Tennessee State University, can be keyed as a unidigit, a duodigit, Murfreesboro, TN. Teachers preparing office workers or a combination of the two. Although for the present and the future ought the metric system of measures has not
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February 2020 | 39 Association News
NBEA 2020 ANNUAL CONVENTION April 7–11, 2020 Boston Marriott Copley Place | Boston, Massachusetts
BEA returns to Boston for the NBEA 2020 Annual Registration will be open on Tuesday, April 7, from 12:00 Convention, April 7-11, 2020. The Boston Marriott p.m. to 6:00 p.m.; Wednesday, April 8, 7:00 a.m. to 3:00 CopleyN Place, located in Boston’s Back Bay area, will serve as p.m.; Thursday, April 9, from 8:00 a.m. to 3:30 p.m.; and the location for the NBEA 2020 Convention. World-famous Friday, April 10, from 8:00 a.m. to 11:30 a.m. Registration shopping, dining, museums, and historical attractions await packets, including all tickets ordered, will be available during you, so plan to come early and stay late so you can experience registration hours. all that Boston has to offer. This year also marks the 400th anniversary of the Mayflower Voyage and the founding of ONLINE REGISTRATION Plymouth Colony. Attendees paying with MasterCard or VISA can also register Cutting-edge educational sessions will provide you with new for the convention online. This process is convenient and totally and creative ways to enhance your classrooms and business secure. The registration form can be found at www.nbea.org. education programs. Keynote speakers, the trade show, and Individuals paying by check or purchase order must complete networking functions will give you an exceptional opportunity the registration form and mail it to NBEA. to explore new ideas that will serve you in the classroom and your students in the workplace. Once again, the Business ACCOMMODATIONS Education Research Conference will be held in conjunction Room rates are $169 single occupancy and $189 double with the NBEA 2020 Annual Convention. occupancy. Rates are subject to 14.95 percent tax per night. Come be part of the rich history that Boston has to offer! Reservations are accepted on a first-come, first-served basis The Boston Marriott Copley Place is near some of the and are subject to availability. Visit the NBEA website at best attractions in Boston. This vibrant, thriving city is www.nbea.org to access the 2020 Convention information. renowned for its cultural facilities, world-class educational You will be able to access the link for the hotel reservation institutions, champion sports franchises, as well as its place system for hotel reservations made online. You may also at the very forefront of American history. There are endless return the hotel reservation form to the Boston Marriott opportunities that await you. Copley Place by March 13 to ensure availability. Those booking rooms in the NBEA room block must be REGISTRATION registered convention attendees or registered exhibitors. Rooms The registration form is located in this publication and is booked in the block without an accompanying convention also available on the NBEA website at www.nbea.org. The registration will be subject to cancellation or rebooked at the early registration deadline is March 18 (registrations must hotel’s standard room rate. Reservations are accepted on a first- be postmarked by this date). Registrations postmarked and come, first-served basis and are subject to availability. received after March 18 and/or paid onsite will be processed at the full registration amount. Indicate the type of registration and number of tickets desired for any function and enclose NEW PROFESSIONAL AND FIRST-TIME payment in full. Registrations received without payment will be ATTENDEE SESSION returned. A $50 processing fee will be charged for registrations If you are a new professional in business education or this cancelled on or before March 18; after that date, no refunds is your first time attending an NBEA convention, we invite will be made. All requests for refunds from cancellations must you to this “must attend” session on Wednesday, April 8 at be submitted in writing to NBEA headquarters by March 18. 9:00am. This is a great opportunity to get acquainted with Refunds will be made from NBEA headquarters by June 1. NBEA’s Leadership, and will provide new-comers with an There will be no exceptions to the cancellation policy. overview of the week’s activities.
40 | Business Education Forum THE TRADITIONS No doubt, you are looking forward to the many “traditional events” where NBEA members can network and exchange ideas. Join your peers for the Business Education Research Conference luncheon (Wednesday, April 8, from 11:45 a.m. to 1:15 p.m.), and the NBEA Awards luncheon (Friday, April 10, from 12:00 noon to 1:45 p.m.), where we pay tribute to our outstanding colleagues.
NBEA Past Presidents will be recognized at the Opening General Session on Wednesday, April 8, from 3:00 p.m. – 5:00 p.m. Following this session, join us for the NBEA Welcome Reception from 5:30 p.m. – 7:15 p.m. on the Tradeshow floor. Visit with Colleen Webb, NBEA President, as well as past presidents, and NBEA officers. All attendees are invited.
The NBEA Silent Auction & Raffle provides you with the opportunity to bid on an exceptional variety of packages assembled by members from each state and region, as well as purchase tickets for raffle items. The NBEA Silent Auction & Raffle will be open on Thursday, April 9, from 9:00 a.m. to 3:30 p.m. and Friday, April 10, from 9:00 a.m. to 2:00 p.m. The raffle drawing will take place on Friday, April 10, at 4:45 p.m.
2020 CONVENTION PROGRAM HIGHLIGHTS Download the NBEA app to stay up-to-date on the session/meeting schedule and locations.
TUESDAY, APRIL 7 in the market place drives business owners to 8:00 a.m. – 10:00 a.m. 12:00 p.m. – 6:00 p.m. find talent never before asked of our young Business Education Research Convention Registration and business students. Come to this workshop Conference Opening Session Resource Center to learn basic coding skills that you can im- mediately use in your business classes. These 8:30 a.m. – 11:30 a.m. 5:00 p.m. – 8:00 p.m. activities are aimed at the novice teacher who National Association of Supervisors Tech Session (ticketed event) wants the tools and practice to feel confident for Business Education (NASBE) Rap Session Add Coding to Your Business Education in teaching coding. All activities and soft- Students’ Resume! ware are free to you and your students. 8:00 a.m. – 11:00 a.m. Are you a beginner or advanced teacher who Presenter: Rod Hames, Crews Middle Tech Session (ticketed event) wants to teach problem solving and logic School in your business education classroom but Start a Business with Technology Tools for Success you need some tools to help you? Look no WEDNESDAY, APRIL 8 further. Experience why so many educators This workshop will introduce technology 7:00 a.m. – 3:00 p.m. are turning to Python to introduce students tools that take students on a journey from Convention Registration and to coding. No business student should walk business conception to actual money making Resource Center away from school without a little coding ventures. Bring your laptop and conduct skills. The need for websites, social media, and interact with market research, data and now phone apps to compete and thrive analysis, customer relationship management
February 2020 | 41 Association News
(CRM) system, website design, marketing identifies obstacles to an internship program Readiness to Students tools, podcast software and so much more. and how to overcome them. Graduating high school and college Leveraging technology for the business ed- Presenter: Amanda Harvey, Smith-Cotton students may believe they’re ready for a job, ucation student should not be a minefield. High School but employers think otherwise. Business Instead students should see their teacher educators and employers both agree that as leading the way in adding value to their Session 3: Drones in the Classroom graduates overestimate their confidence, customers. Teachers will simulate their own (This session will be offered again on Thursday, competence and career-readiness for business in this workshop and use the same April 9, from 2:30 p.m. – 3:30 p.m.) employment. The presenter, a cooperative software tools as the students to produce an This session explores how drones are education coordinator who works with local operational business using a large variety of impacting the world and the classroom. community business leaders and owners tech tools and as a bonus they will learn how The presenter will share how she started a to provide job opportunities for high teachers should teach as the entrepreneur drone (“UAS or unmanned aircraft systems”) school students, shares employer feedback behind the podium. program in her high school business about desired skills that students do not Presenter: Rod Hames, Crews Middle curriculum, where students learn demonstrate—how to carry on a genuine School to fly several different drones, including a conversation, interact professionally with DJI Phantom 4 Advanced and a Mavic. As coworkers and customers, and how to act as 9:00 a.m. – 10:00 a.m. students’ progress through the program, they an employee. In this session, the presenter First Timers & New Professionals build and fly a DJI Flamewheel 450, after shares the employer perspective about skills Session which they study for the FAA Part 107A test that students are lacking, what traits and soft This event is designed for first-time to possibly earn industry certification to fly skills employers demand in new hires, and attendees. Learn about the week’s convention drones for commercial purposes. Learn more shares career-ready and employability lesson and social activities, get introduced to some about this unique way to bring technology plans and resources used to “bridge the gap”. of NBEA’s leaders. and real-world applications with career Presenter: Charisse Woodward, Sherando potential into your school and classroom. High School, Stephens City, VA 10:00 a.m. – 3:15 p.m. Presenter: Tracie Opolka, Hackett High Exhibit Hall Open for Attendees School, Hackett, AR Session 3: Portfolios: Scrapbooks of Learning Documentation is a must in the business 10:30 a.m. – 11:30 a.m. 10:05 a.m. – 11:40 a.m. education classroom. What better way to Concurrent Sessions Business Education Research document a student’s learning than with a Session 1: Teaching Global, Ethical, and Conference Sessions portfolio! An education portfolio contains Professional Perspectives evidence of a student’s learning via artifacts Join us to examine a variety of global and 11:45 a.m. – 1:15 p.m. and descriptive narrative. professional topics that students need to be Business Education Research To achieve even more understanding of the knowledgeable about within the business, Conference Luncheon depth and breadth of the student’s learning, marketing and information technology the instructor may also require a reflection. fields in order to succeed in their careers. 1:30 p.m. – 2:30 p.m. Portfolios can serve as an assessment tool for This session will emphasize critical Concurrent Sessions a unit, course, and program. In this session, thinking skills used to identify and resolve Session 1: Funny Business: Engaging Games participants will learn how to structure and ethical and legal issues and challenges & Simulations assess a portfolio so that when they return to that students face in today’s global Let’s make lessons fun with a purpose! the classroom, students can begin assembling environment. Topics and strategies for Instructional games, simulations, and their own scrapbooks of learning. Sample infusing global awareness with an ethics other collaborative activities can play an electronic and paper portfolios will be focus into your courses will be shared by important role in your business classroom. reviewed, and sample scoring guides for the presenter Implementing those games with feedback, evaluating student portfolios will be shared. reflections, and meaningful assessment drives Presenter: Kimberly Schultz, Kirkwood Presenter: Cynthia Krebs, Utah Valley student learning so students know it’s not Community College, Cedar Rapids, IA University only about “fun and games”. Whether you teach marketing, personal finance, economics, 1:30 p.m. – 2:30 p.m. Session 2: Implementing a High School management, or entrepreneurship, you Business Education Research Internship Program will leave with engaging activities to easily Conference Sessions This session explores how to begin and implement across many of your classes, with promote an internship program at the a few slight modifications, to best meet your 1:30 p.m. – 2:30 p.m. secondary level that provides high school learner’s needs. NBEA Advocacy Session students with career experience that matches Presenter: Alex Lamon, Livingston High Learn cutting edge strategies and tactics their interests. The presenter shares how School, Livingston, NJ to influence federal, state and local policy using the FIT (40-Hour Internship Tryout) makers. Getting attention to issues impacting program has provided outstanding results in Session 2: What Employers Want: Lesson Plans business education, building power and her school system, explores the background and Strategies to Teach Soft Skills and Career influence in the legislative process. Learn of FIT, explains its four-step model, and
42 | Business Education Forum proven tactics that work! This is an important session for all business educators - receive handouts and door prizes. 3:00 p.m. – 5:00 p.m. Opening General Session Presiding: Colleen Webb, East China, MI (NBEA President) 5:15 p.m. – 7:00 p.m. NBEA Welcome Reception Join us at this reception to network with attendees, leadership AND NBEA’s convention exhibitors. THURSDAY, APRIL 9 8:00 a.m. – 3:30 p.m. Convention Registration and Resource Center
8:30 a.m. – 9:30 a.m. Concurrent Sessions Session 1: Beyond the Handshake: Championship Etiquette = Networking Success (This session will be offered again on Friday, April 10, from 2:15 p.m. – 3:15 p.m.) Business champions recognize the value of communication intelligence and professional etiquette, creating networking success with traditional business protocols and essential virtual tools. Many students know the importance of a strong handshake; however, they are missing the critical steps for relationship development. This engaging presentation will take the audience beyond the traditional handshake through activities designed to develop confident students who tutorials and simulations, collaborative Session 4: Get on Board with Coding Skills! will impress business professionals, leading to vocabulary reviews, activities for analyzing (*computer not required) a successful and expansive business network. transactions, and a myriad of “low” and “high” (This session will be offered again on Friday, Topics include a review of basic tech strategies to any accounting class. Make April 10, from 2:15 p.m. – 3:15 p.m.) business etiquette, virtual handshakes for your students “E” learners— enthusiastic and The drive to teach students coding seems interviews and online sales, strategies for engaged—to build course enrollments and to be everywhere! Learning to code has establishing face-to-face and virtual increase student success in accounting! permeated many facets of education in business relationships, and tips for creating Presenter: Michelle Bruna, Washington addition to the traditional areas of computer memorable impressions. County High School, Washington, KS science. This session highlights the many Presenter: Trisha Kolterman, Wayne State ways teachers can assist students in learning College, Wayne, NE Session 3: What’s New in Group Collaboration to code without the need to invest in Projects for Marketing additional computer labs and software. Session 2: Accounting Games: Strategies to Add What’s new in group collaboration for Offline coding (or being unplugged) teaches Enthusiasm to Accounting Classes K-12 marketing projects? This session students the concepts behind programming One of the many challenges facing explores ways to collaborate both virtually computers without the computer lab. accounting teachers is often lack of student and in face-to-face environments to make The presenters will demonstrate several enthusiasm. This session explores various learning more engaging for students and activities which business teachers can use teaching strategies to add motivational teachers. The presenter identifies new types to implement coding concepts into the “spark”, introduce vocabulary and reinforce of group/collaborative marketing projects classroom. concepts, and change students’ perceptions that are aligned with NBEA Marketing Presenters: Lynette Borjeson Painter, about learning accounting. The presenter Standards and rubrics. Resources, rubrics and Bismarck State College; Karen Arlien, shares a variety of ways to incorporate assignments will be provided. Bismarck State College accounting games (i.e., Accounting Presenter: Margaret O’Connor, Monopoly, Jenga, Bingo and more), video Bloomsburg University of Pennsylvania
February 2020 | 43 Association News
Session 5: Snapshots of What Makes an 11:00 a.m. – 12:00 p.m. incorporate a therapy dog into SEL (Social Effective Business Teacher Concurrent Sessions and Emotional Learning) and business When asked, “What makes an effective Session 1: America’s Opioid Crisis curriculum. Meet “Rose the Therapy Dog” educator,” what image occurs in your The Associate Special Agent in Charge for and hear how she supports students, teachers mind? Is it an educator who is a good the U.S. DEA’s New England Division will and administration to create a safe and communicator, empathic, dynamic in describe how the opioid crisis started and engaging learning environment! engaging learners, a tech ‘guru’? Perhaps what the immediate effects have been in our Presenters: Laura Leja and Rose the all of these traits . . . and more . . . describe communities, including our schools. The Therapy Dog, Palmyra-Eagle School successful business educators. In this presenter shares real world examples and District interactive session, the presenter explores the vignettes to explain how this crisis intersects progression about what makes an educator in all our day-to-day activities and provides Session 4: Digital Communications: effective in the classroom today, regardless examples of strategies which have worked. Teaching Your Students the Future of Business of whether they are a beginning rookie or Attendees will receive information on current Communication experienced educator. Using various active drug trends (marijuana, methamphetamine, In a time where strong written and oral teaching strategies and experiential learning, heroin, synthetics, and prescription drugs), communication skills are at or near the we will discuss the question, “What Makes signs and symptoms of drug abuse and top of what most organizations desire in and Effective Business Teacher” through the drug trafficking patterns, and the increasing an employee, it is our challenge as business various snapshots of a professional career in number of illegal drugs facing our nation. educators to develop those skills in our business education. Current information from local, state and students. The presenter shares various federal law enforcement agencies, medical strategies, curriculum resources and lesson Session 6: What’s the Problem? Developing and academic contributors as well as DEA ideas for teaching digital communication Critical Thinking Skills for Today’s Artificial literature, will be provided. etiquette; the three-step writing process for Intelligence (AI Workplace) Presenter: Jon DeLuna, U.S. Drug designing digital, social, and visual messages Employer demands for better problem- Enforcement Administration, New for business purposes; and how to analyze solving and critical thinking skills in new England Division, Boston, MA and understand media messages. Session graduates have been present for decades. attendees will also receive teaching strategies One reason for this request hitting the top Session 2: Teaching Data Analytics through for blogging, microblogging, podcasts, and of their lists is an increasingly complex and Entrepreneurship, Marketing and Sports producing visuals. demanding global environment that doesn’t Data in its raw form is just numbers and Presenter: Alyse Pflanz, University of reward complacency or mediocrity. With charts, but its analysis and interpretation Nebraska at Kearney, critical thinking skills in a graduate’s toolkit, allows data to become useful as a key engine the ability to quickly, nimbly and creatively in driving decision making. This session Session 5: Implementing Work-Based Learning solve problems gives the individual both defines data analytics, how it is used, and through Internships and Career Shadows confidence and an edge in today’s fast-paced how it can be utilized in business courses— Work-based learning allows students to see world with lifelong benefits. The presenter entrepreneurship and marketing, particularly their ideal career choice first-hand before will provide an overview of classic critical sports marketing and athletics. Digging committing to a specific career path. With thinking and problem-solving methods, deeper allows students to discover the driving more focus on individual plans of study and introduce practical hands-on classroom forces behind decisions that companies, and Perkins V language to support all learners, activities and exercises to practice and apply consumers make. The presenter shares work-based learning helps all students make the methods, and help educators creatively data analytic tools, software and curriculum important college and career choices. The solve their own challenges to engaging ideas to encourage learners to translate data presenter shares how to effectively implement students in the application of critical analytics to all aspects of making relevant, and facilitate a work-based learning program thinking to academic, work and personal informed decisions. through one-day career exploration shadows situations. Presenter: Tony Kobza, Lincoln North and longer, on-site internships. Attendees Presenter: Beverly Amer, Northern Star High School, Lincoln, NE will receive editable documents to customize Arizona University to their school for both programs, including Session 3: Isn’t It Time Your Classroom Went to student conduct rules, parent release forms, 8:30 a.m. – 10:35 a.m. the Dogs? How Support Animals Enhance The student employee evaluations, checklists and Business Education Research Educational Environment more. Curriculum and lesson plan resources Conference Sessions (This session will be offered again on Friday, for career planning and exploration will April 10, from 3:30 p.m. – 4:30 p.m.) be provided. Ideas will be shared on how 9:00 a.m. – 3:30 p.m. Discover how Rose, a therapy dog, is to enroll students in the program, ways to Exhibit Hall Open for Attendees providing psychological and emotional build community/business connections, and support in the presenter’s school system. measures to hold students accountable during 9:00 a.m. – 3:30 p.m. This session will highlight requirements the experience. Silent Auction & Raffle Open for and training for the therapy dog, plus how Presenter: Melinda Rangel, Tabor College Attendees to address concerns about safety, health, sanitary and cultural concerns regarding support animals in schools. Learn how to
44 | Business Education Forum 1:30 p.m. – 3:35 p.m. what’s cool in Office 2019, look no further! about this unique way to bring technology Business Education Research The presenters showcase the new features of and real-world applications with career Conference Sessions the latest release of Microsoft Office 365/ potential into your school and classroom. Office 2019. You will appreciate how these Presenter: Tracie Opolka, Hackett High 2:30 p.m. – 3:30 p.m. new updates in Word, Excel and PowerPoint School Concurrent Sessions will help you and your students be more Session 1: Effective Use of Communication productive with Office 2019--anytime, Session 4: Help Students Produce Tools in Online Learning anywhere! Suggested ideas to apply AmazingProjects Using Project Management Effective communication is vital for any Microsoft Office 2019 updates into your Business educators appreciate the value of classroom setting, but it is even more course planning and business/computer project-based learning projects and activities important for an online class. For students applications courses will be shared. in their classrooms. All too often, however, to feel comfortable in an online class, there Presenter: Jan Bentley, Utah Valley we present the assignment and students must be communication between teacher University immediately begin, without adequate and student, as well as student to student. planning. Students want to do a great job, Attendees will learn about methods of Session 3: Drones in the Classroom but they just don’t know how to effectively communication and digital communication This session explores how drones are get from point A to point B. To eliminate tools that can increase online student impacting the world and the classroom. The the feeling of anxiety for both you and your engagement. Learn more about the electronic presenter will share how she started students, project management is the solution. tools that will make you a more effective a drone (“UAS or unmanned aircraft It provides the framework, guidelines, communicator with your online students, systems”) program in her high school processes and techniques to manage the including what these tools can do and how business curriculum, where students learn people and the work, increasing the odds of they can be used in an online course. to fly several different drones, including a being successful. The presenter shares project Presenter: Kimberly Dhority, Flint Hills DJI Phantom 4 Advanced and a Mavic. As management methods, curriculum resources, Technical College students’ progress through the program, they and lesson ideas for you to implement at any build and fly a DJI Flamewheel 450, after level, into any subject area and competitive Session 2: New Features in Microsoft Office which they study for the FAA Part 107A test events. If you’re looking for a quick rundown on to possibly earn industry certification to fly Presenter: Dawn Friedrich, Wausa Public drones for commercial purposes. Learn more Schools
Professional Development Seminar The following professional development seminar will be offered in conjunction with the NBEA 2020 Annual Convention and is available to NBEA member registrants through advanced purchase only. Registrations are handled on a first-come, first served basis.
Earn a Certification in Personal Finance from W!SE! (Ticket Required) Friday, April 10: Testing Available from 8:00 a.m. – 12:00 p.m.
o you teach personal finance? If so, we are pleased to offer you the opportunity to earn the W!SE Certification in DPersonal Finance at this year’s NBEA 2020 Annual Convention, Working in Support of Education (W!SE), a leading educational non-profit, offers teachers this unique opportunity to earn a Certification in Personal Finance by taking and passing the W!SE Certification in Personal Finance Test. We will be administering the test during the NBEA 2020 Convention on Friday, April 10, and participants will have 75 minutes to complete the test between the hours of 8:00 a.m. – 12:00 p.m. The test is web-based and participants will need to bring their own device to take the exam (i.e. laptop, tablet). Internet access will be provided.
Registrations for the W!SE Certification in Personal Finance must be received by March 18, 2020. You will receive an email from W!SE the week of March 23, 2020, with a link containing resources you can use in your preparation in studying for the exam. **Registration for the NBEA 2020 Annual Convention is required to sign up for the W!SE Certification. There will be no exceptions.**
Facilitator: David Anderson, Working in Support of Education (W!SE), New York, NY
February 2020 | 45 Association News
Session 5: What Do I Stand For and What 8:00 a.m. – 12:00 p.m. since it is done daily. Student grades are Matters Most: Creating a Culture of Leadership Certification in Personal Finance by a significant component of data needed in Your Classroom W!SE (Ticket Required) to drive important instructional decisions. Visions, mission statements, and values, what Facilitator: David Anderson, Working in This session is designed to raise business does it all mean to creating culture in your Support of Education (W!SE), New York, teacher awareness about current grading personal and professional life? This session will NY trends and models and encourages attendees include personal growth activities designed to review their own grading practices. The to focus on personal values and priorities 9:00 a.m. – 10:00 a.m. presenter examines philosophies of grading, foundational to creating a culture of leadership Concurrent Sessions evaluation, and assessment and explores in your classroom. Participants will find useful Session 1: Personal Finance Games and effective grading practices as well as grading tools to develop their own culture that can Activities malpractices that should be avoided. Today’s be transitioned to their classroom and lives! Personal finance skills are vitally important modernized curricular goals, assessment Strategies for teaching leadership behaviors for everyone in today’s economy. This session and instructional strategies are forcing and developing a leadership culture will also will cover options, instructional methods, schools and educators to adopt 21st century be shared, including how to develop a personal and available resources for teaching personal grading practices. Unfortunately, grading and classroom mission statement and other finance and making it fun and engaging practices have not kept pace. Is it time that leadership projects for the classroom. for students. Interactive learning activities, your grading practices catch up with these Presenter: Lorrie Mowry, McCook such as games and active learning strategies, changes? Community College will be demonstrated for topics including Presenter: Robert B. Blair, Middle investments, insurance, taxes, savings, and Tennessee State University 2:30 – 3:30 p.m. budgets. Group learning activities and tactics Economic and Personal Finance for encouraging students to remember and Session 4: Building Business and Industry Update apply learning long after they complete your Partnerships Through Advisory Boards: The Key course will be presented. to Supercharging Your Business Program 3:45 p.m. – 5:00 p.m. Presenter: Marie Coleman, SOWELA An active advisory board is the key to “The Learning Hub” Roundtable Technical Community College providing job readiness skills for students. Discussions Take your business program to the next Session 2: What’s New with Escape Rooms, level and add value for your students, 4:00 p.m. – 5:00 p.m. Edu Breakouts, and Digital Breakouts your institution, and the local community Legislative Seminar (This session will be offered again on Friday, by developing strong partnerships with Presiding: Marlene Todd Stout, Indiana April 10, from 3:30 p.m. – 4:30 p.m.) business and industry. This session promotes University Purdue University at Indianapolis, Your classroom doesn’t have to feel like a the importance of advisory councils and IN (NBEA Legislative Advocacy Committee prison cell—unless you want it to! Give your how to develop meaningful relationships Chair) students all the excitement of a top-selling with business and industry, including the thriller from the comfort of your classroom! challenges and the rewards. The presenter 5:15 p.m. – 6:15 p.m. “Unlock” all the new features about Breakout will share how a retail management U.S. Chapter of the International Edu and increase student engagement by curriculum was developed and implemented Society for Business Education implementing breakouts, escape rooms, with the assistance of local businesses playing (ISBE) Business Meeting mini as well as digital breakouts, into a role in designing the curriculum and Presiding: Elissha Wohleb, Auburn your classroom. This session defines these providing work-based learning environments University, Auburn, AL (ISBE President) collaborative activities and demonstrates for students. The presenter illustrates how how they can be used to reinforce content as to empower an advisory council to take on 5:15 p.m. – 6:15 p.m. well as encourage critical and higher-level “new” responsibilities outside the normal Association for Business Teaching & learning. The presenter provides directions task of curriculum issues that can result in Research (ABTR) Business Meeting and examples for educators to implement many benefits for your students, school, and Presiding: Karla Saeger, University of escape rooms and breakouts, including community. Wisconsin-Whitewater, Whitewater, WI demonstrating how mini breakouts can be Presenter: Howard Eskew, Jr., San Diego used as bell-ringers. Don’t be a “prisoner” in Mesa College your own classroom—use the tools from this session to allow your students to show their Session 5: Open Educational Resources (OER): FRIDAY, APRIL 10 content knowledge and develop their own Explore, Create and Collaborate with Educators 8:00 a.m. – 11:30 a.m. digital breakouts. Around the World to Improve Convention Registration and Presenter: Kyleigh Lewis, Conestoga High Curriculum Resource Center School Have you ever spent too much time scouring the Internet for the perfect lesson? Wouldn’t Session 3: Grading: Philosophies & Strategies it be great to find lessons, units and even Grading continues to be a very relevant topic entire courses that have already been created for both novice and experienced teachers and aligned to standards? Open Education
46 | Business Education Forum Resources (OER) provide a wide variety Session 3: Integrating Data Analytics into Personal Finance courses in multiple high of resource materials from which to build a Accounting Courses schools, shares how to implement a college course without having to start from “scratch”. Integrating data analytics into introductory credit financial literacy course in your Ever since the Department of Education accounting courses no longer needs to be high school. Curriculum and standards launched its #GoOpen campaign, OER has limited to upper-level college courses. The requirements, resources, and student become a popular trend. OER is important presenters will share teaching materials that assessment will be addressed. Whether you because it provides free material to students introduce data analytic concepts into any teach dual credit Personal Finance or wish and educators, including full courses, accounting principles courses, including to do so in the future, this session provides modules, texts, streaming videos, financial accounting and managerial valuable information. tests, software and other tools, materials and accounting. The projects to be shared are Presenter: Jennifer Anderson, University techniques to support access to knowledge. designed for the learner (or teacher) who of Northern Iowa The presenter explores available OER has no prior knowledge or experience of resources, explains how educators can Excel, Power BI, and/or Tableau. Instructor 10:30 a.m. – 11:30 a.m. join OER consortiums, provides a rubric resources, all available at no cost, include Business Education Research for evaluating OER materials, and shares student handouts, step-by-step tutorial Conference Sessions classroom examples. videos, grading rubrics, assessment questions, Presenter: Jodi Dierks, Omaha Central and more. Attendees will be able to 12:00 p.m. – 1:45 p.m. High School immediately integrate these projects into NBEA Awards Luncheon their high school and college courses. Presentation of the NBEA Awards 10:30 a.m. – 11:30 a.m. Presenters: Wendy Tietz, Kent State Middle/Secondary Teacher of the Year, Concurrent Sessions University, Kent, OH; Tracie Miller, Postsecondary Teacher of the Year, Collegiate Session 1: Effective Strategies for Teaching Austin Community College, Austin, TX Teacher of the Year, and Distinguished Digital & Social Media Marketing Service Award Using digital tools and applications for Session 4: National Business Honor Society communicating and marketing is a huge Promotes Your Program & Students 2:00 p.m. – 5:00 p.m. necessity for today’s educational sector. Are you looking for a way to provide honor Tech Session (ticketed event) This session demonstrates a variety of and national recognition to outstanding Leverage Technology and Build Strong tools and applications currently used for students in your business education program? Community and Business Partnerships for your digital business communication and social Look no further! The National Business Advisory Boards media marketing simulation applications, Honor Society (NBHS) is the perfect way Need ideas and ways to connect with your such as Mimic Social. The presenter shares to bring greater recognition to your students community and business partnerships that instructional strategies to teach students AND your business education program. truly engage students? Look no further. how to use social media more effectively and By starting a chapter of the NBHS, you For the past 5 years, I have engaged with on how to analyze their social media audience will be able to promote and recognize your average 200+ guests each year in my class- while adhering to school policies. Innovative dynamic students’ academic achievement room and advisory board. Yes, that is correct ways to use digital tools and platforms for in business education at the secondary 200 each year. I am excited to share my marketing purposes (such as Buffer.com level. The presenters discuss the advantages tech tricks to keep track of a running 500+ or Later.com) and general guidelines for and challenges of adding a NBHS in your database of participants and investors in my electronic etiquette/netiquette and best school. Examples of NBHS activities and business education program. Learn ways to practices will be shared. community service projects will be shared. manage that number of guests in your room Presenter: Pamela Scott Bracey, Whether you already have a chapter of along with all the technology needs to make Mississippi State University NBHS or are thinking of organizing a it simple. As a bonus, learn how to begin chapter, learn why the National Business building key stock holders through relational Session 2: Challenges Facing Education Honor Society is a winning choice for your driven instruction and practices. Technology Most would agree that the state of our public students, program, and community! makes relationship building a key part of school system has room for improvement. Presenters: Theresa Bynum, Midway building a brand around your self and your The traditional school curriculum, facilities, R-I School District; Tina Trumbower, program possible. Don’t miss out on this and classrooms of the past no longer meet Waunakee Community High technology workshop that can change your the needs of today’s learners at any level. School entire program around in a few short hours. Developing a plan to take schools in the Presenter: Rod Hames, Crews Middle right direction is easier said than done. Join Session 5: Adding (College) Credit to High School us as the presenter focuses on how to meet School Personal Finance key challenges facing business educators in The choices for high school personal finance 2:15 p.m. – 3:15 p.m. secondary and postsecondary schools and curriculum are plentiful, but how many Concurrent Sessions colleges. business programs offer college credit? Session 1: Using Games to Excite Students to Presenter: Ramona Schoenrock, University Offering Personal Finance as a dual credit Learn of Nebraska-Lincoln course is a great opportunity for students, Have you ever wondered how to spice up business teacher and business education your classroom? Instructional games are a program, as well as the school district. The great addition to any business classroom! presenter, who has experience in starting Participants of this workshop will leave
February 2020 | 47 Association News
with great ideas for games that they can 3:30 p.m. – 4:30 p.m. implement in their own classroom. The Concurrent Sessions games will be for any classroom, even Session 1: Intertwine the “Traditional” with accounting, and will cover electronic and “Technology” in Business Courses non-electronic games. From personal Technology has revolutionized how business experience, the presenter shares what has is conducted in every industry. As a result, worked best in her classroom. technology has revolutionized how we teach Presenter: Jessica Crabtree, Newton High core (foundation) business classes, including School Accounting, Marketing, Entrepreneurship, and Business Law. Business teachers find Session 2: Beyond the Handshake: themselves wondering, “Where did my Championship Etiquette = Networking Success business class go?” and struggling with Business champions recognize the value of how to deliver content and engage learners communication intelligence and professional through technology. If students are growing etiquette, creating networking success up in a world that requires them to be tech- with traditional business protocols and savvy, then shouldn’t tech play a big role in essential virtual tools. Many students know their classroom experience? With a focus on the importance of a strong handshake; instruction instead of devices, the presenter however, they are missing the critical steps shares selected tech tools and applications for relationship development. This engaging that promote student learning and intertwine Session 3: Isn’t It Time Your Classroom Went to presentation will take the audience beyond the “traditional” with “technology”. Learn the Dogs? How Support Animals Enhance The the traditional handshake through activities how technology can engage your tech- Educational Environment designed to develop confident students who savvy, “already wired” business students in Discover how Rose, a therapy dog, is will impress business professionals, leading authentic, real-world learning experiences! providing psychological and emotional to a successful and expansive business Presenter: Holly Christian, Blue Earth support in the presenter’s school system. network. Topics include a review of basic Area High School business etiquette, virtual handshakes This session will highlight requirements and training for the therapy dog, plus how for interviews and online sales, strategies Session 2: What’s New with Escape Rooms, to address concerns about safety, health, for establishing face-to-face and virtual Edu Breakouts, and Digital Breakouts sanitary and cultural concerns regarding business relationships, and tips for creating Your classroom doesn’t have to feel like a support animals in schools. Learn how to memorable impressions. prison cell—unless you want it to! Give your incorporate a therapy dog into SEL (Social Presenter: Trish Kolterman, Wayne State students all the excitement of a top-selling and Emotional Learning) and business College thriller from the comfort of your classroom! curriculum. Meet “Rose the Therapy Dog” “Unlock” all the new features about Breakout and hear how she supports students, teachers Session 3: Get on Board with Coding Skills! Edu and increase student engagement by and administration to create a safe and (*computer not required) implementing breakouts, escape rooms, engaging learning environment! The drive to teach students coding seems mini as well as digital breakouts, into Presenters: Laura Leja and Rose the to be everywhere! Learning to code has your classroom. This session defines these Therapy Dog, Palmyra-Eagle School permeated many facets of education in collaborative activities and demonstrates District addition to the traditional areas of computer how they can be used to reinforce content as science. This session highlights the many well as encourage critical and higher-level ways teachers can assist students in learning learning. The presenter provides directions to code without the need to invest in and examples for educators to implement additional computer labs and software. escape rooms and breakouts, including SATURDAY, APRIL 11 9:00 a.m. – 11:00 a.m. Offline coding (or being unplugged) teaches demonstrating how mini breakouts can be Closing General Session students the concepts behind programming used as bell-ringers. Don’t be a ”prisoner” in computers without the computer lab. your own classroom—use the tools from this Presiding: Colleen Webb, East China, MI The presenters will demonstrate several session to allow your students to show their (NBEA President) activities which business teachers can use content knowledge and develop their own to implement coding concepts into the digital breakouts. classroom. Presenter: Kyleigh Lewis, Conestoga High Presenters: Lynette Borjeson Painter, School Bismarck State College; Karen Arlien, Bismarck State College
48 | Business Education Forum 2020 Convention Keynote Speaker Dr. Nathan Mellor Dr. Mellor will be speaking at the NBEA opening session on April 8th in Boston, Massachusetts. NBEA is excited to host this popular and highly relevant keynote for the 2020 convention.
thought-leader, two- Resolution degree from the prestigious Straus Institute for Dispute Atime TEDx speaker, Resolution at the Pepperdine University School of Law, where he author, and President was named a Straus Fellow. He earned the Master of Science in of Strata Leadership, Education degree from Harding University while serving as the Dr. Nathan Mellor is Graduate Assistant to the University President. He earned the recognized for his ability Bachelor of Arts from Harding University where he was elected to connect at the heart Student Association President. level with a wide range of audiences. A proven His book, “Sleeping Giants: Authentic Stories and Insights For executive coach, who Building A Life That Matters” is available via Monocle Press, has provided in excess of Amazon, and Audible. Nathan lives in Edmond, Oklahoma, with his 2,500 coaching sessions wife and two daughters. for executive leaders, he believes providing the highest quality feedback requires caring deeply Change your mind, change your life about others. He serves as At any point in life, you possess the ability to change your a sounding board, sparring perspective. Have you found that success does not erase insecurity partner and a source of and self-doubt? Do you know what it feels like to long for a encouragement for leaders different life? In this presentation, Dr. Nathan Mellor provides seeking to maximize their inspirational stories and practical insights into how ordinary effectiveness. people have and can choose to change their mind, change their life.
Since founding Strata The stories we believe are the unconscious beliefs that drive our Leadership with his business partner, Frank Smith, in early 2009, decision-making. Learn about mindsets, how the brain functions the company has grown from a single employee in a windowless through neuroplasticity, and understand the difference between office to a multi-million dollar family of companies that includes having a fixed and growth mindset approach to life. “The most Mosaic Personnel and Strata Leadership. Each year, the team at significant obstacle (in life) is the mental model people have Strata Leadership provides character and competence-based talent chosen for themselves.” development services for hundreds of clients (non-profits, for-profits, educational institutions, and governmental agencies) throughout the Discovering a new vision requires delving deep into our current United States and abroad. situations, setting new goals, and reclaiming control of life. Reframing these situations and learning to change perspectives In pursuit of educational, humanitarian and religious interests, he and consider alternate interpretations can provide a deeper has studied or taught in: Australia, Belize, China, England, Guyana, understanding of life, allowing for new personal growth. “A single Israel, Jordan, Mexico, Russia, and Rwanda. He is passionate about sentence, uttered by the right person at the right time, can redirect developing future leaders and is the co-founder of the Presidential someone’s entire life.” Leadership Institute, hosted on the campus of York College, in collaboration with the Eisenhower Presidential Library and Museum. Evolving a new mindset requires significant decisions that must be He is an adjunct professor for graduate programs at York College and made in order for you to regain control of your life. “The decision Oklahoma Baptist University. He is the chairperson for the Strata to change direction in life can be made in an instant, but the Center for Workplace Coaching and the co-founder of the Institute process of actually changing your mindset may take months or for Emerging Leaders. He is also the Chairperson of the Oklahoma years.” Business Ethics Consortium, which regularly convenes nearly 150 organizations that are committed to the promotion of integrity-based Living a new life requires asking the question, “what do you need business practices. to stop believing to be able to get where you want to go?”
Dr. Mellor earned the Doctor of Education in Organizational Leadership degree from Pepperdine University, where he was a Colleagues Grant recipient. He earned the Master of Dispute
February 2020 | 49 Association News
2020 Business Education Research Conference Held in conjunction with the NBEA 2020 Annual Convention April 7-11, 2020 Boston, Massachusetts
All Business Education Research Conference sessions are open to all NBEA Convention attendees.
You won’t want to miss these outstanding research sessions!
NATIONAL BUSINESS EDUCATION ASSOCIATION MEMBERSHIP APPLICATION Join Today and Increase Your Professional Expertise! MEMBER SERVICES IMPORTANT. . . Please list both home and business addresses and telephone numbers Publications Indicate mailing preference: p Home p Business · Business Education Forum, NBEA’s Journal · KeyingIN, NBEA’s Newsletter · NBEA Yearbook · Special Publications and Promotional Items Name Title · Curriculum Standards and Resources $250,000 Professional Liability Insurance Annual National Convention Organization Regional Association Membership Regional Conventions Legislative Advocacy Business Address Business-Industry Link Professional Awards Program City State Zip International Society for Business Education (ISBE)
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50 | Business Education Forum NBEA 2020 AnnualBy PriscillaConvention Romkema, PhD RegistrationFrom Form the Boston, Massachusetts April 7-11, 2020President
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MEMBERSHIP DUES & CONVENTION FEES W!SE CERTIFICATION FOR PERSONAL FINANCE Check here if NBEA membership dues have been paid. If not, dues must be paid Quantity Price Total with convention registration or nonmember registration fee applies. Membership Dues Friday, April 10, 8:00 a.m. – 12:00 p.m...... ______@ $50 ______
Professional ...... $ 100 SUBTOTAL $ ______ Professional/ABTR ...... $ 160 Professional/ISBE ...... $ 135 Professional/ISBE/ABTR ...... $ 195 MEAL FUNCTIONS (OPEN TO ALL)** Undergraduate Student ...... $ 50 Retired ...... $ 60 **All meal function tickets must be purchased by April 1, 2020. Tickets will not be sold onsite. Before After Quantity Price Total NBEA Convention Registration Fees 3/18/20** 3/18/20 NBEA Member ...... $ 295 $ 370 $______ Business Education Research Conference Luncheon ...... ______@ $47 ______ NBEA Student Member ...... $ 180 $ 255 $______Wednesday, April 8, 11:45 a.m.–1:15 p.m. NBEA Retired Member ...... $ 225 $ 300 $______ NBEA Awards Luncheon ...... ______@ $47 ______ Nonmember...... $ 515 $ 590 $______Check meal selection: o chicken, o fish, or o vegetarian Spouse Registration (non-teaching; non-student only) ...... $ 150 $ 225 $______Friday, April 10, 12:00 noon–1:45 p.m. SUBTOTAL $ ______**Must be postmarked by March 18, 2020
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PAYMENT INFORMATION PAYMENT INFORMATION MAIL REGISTRATION FORM TO: Check enclosed and made payable to NBEA in the amount of $______National Business Education Association Convention Registration P.O. (The deadline to submit a P.O. is February 26. A copy of the P.O. MUST be mailed or faxed) 1914 Association Drive, Suite 203 P.O. # ______Reston, VA 20191-1596 (Payment of P.O. must be received by March 11) FAX REGISTRATION FORM TO: VISA MasterCard National Business Education Association at (703) 620-4483. (Credit card payment and purchase orders only!) Federal ID # 52-0886073 ______Card Number SPECIAL NOTE If you require special services, please attach a written description of your needs. Special housing ______requirements should be sent with the hotel reservation form. 3-Digit Card Code Expiration Date ONLINE REGISTRATION ______Convention registration is also available on NBEA’s web site at www.nbea.org Signature (required for all charges)
Convention registration is required to attend any session, activity, or meal function. A $50 processing fee will be charged for registrations cancelled by March 18. After that date, no refunds will be made—NO EXCEPTIONS. Cancellation requests must be submitted in writing to NBEA headquarters on or before March 18.
February 2020 | 51 NATIONALBusiness BUSINESS EDUCATION ASSOCIATION 2020Education CONVENTION HOTEL RESERVATION FORM
Boston Marriott Copley Place GENERAL INFORMATION 110 Huntington Avenue • Boston, Massachusetts 02116 The Boston Marriott Copley Place is the headquarters hotel Tel: 877-901-2079 Fax: 617-587-5191 for the NBEA 2020 Annual Convention, April 7-11, 2020. April 7-11, 2020 Hotel accommodations can be made by contacting Guest Information Marriott Reservations at 877-901-2079. Please make sure to specify the NBEA room block. To make your reservations online, visit our web site at www.nbea.org. Last Name First Name Initial Room rates at the Boston Marriott Copley Place are: • $169 Single Address • $189 Double • Each Additional Person in Room $20 City State Zip The Boston Marriott Copley Place requires a check/money order or credit card to hold your reservation. Reservations Telephone Fax Email must be made by March 13, 2020. Marriott Bonvoy # ______Rates are subject to applicable state & local taxes Please Reserve ______Room(s) for ______Person(s) (currently 14.95% per night) in effect at time of check- in. Reservations are accepted on a first-come, first- Name(s) of person(s) sharing accommodations served basis and subject to availability. Please note that ______room types can not be guaranteed, but are listed as a ______request on your reservation. Your credit card holds your room reservation for late arrival. You must cancel your For Arrival on ______/______/______Departure on ______/______/______reservation 72 hours prior to your arrival date or you will be charged one night’s room & tax for the arrival date and Please check your room preference your reservation will be cancelled as a no-show. Check-in King Double/Double time is 4:00 p.m.; check-out time is 12:00 noon. Note: The Boston Marriott Copley Place is a smoke-free environment. This includes all guest rooms, restaurants, lounges, meeting rooms, and public space. Those booking rooms in the NBEA room block must Check-out time is 12:00 noon. Rooms may not be available for check-in until after be registered convention attendees or registered 4:00 p.m. Reservations requested after the cut-off date and/or after the room exhibitors. block is filled are subject to availability and may not be available at the group rate. *Note: Credit card guarantees and deposits will be refunded only if cancellation notification is given within Payment Information 72 hours prior to arrival. n $169 Single n $189 Double n Each Add’l Person in Room $20 The hotel does not mail confirmation slips. For your Check or money order enclosed for $ ______convenience, an email confirmation may be sent if that information is provided (at right). Please charge my: AMEX Carte Blanche Diners Club For more information about the NBEA 2020 Convention and the Boston Marriott Copley Place, visit our website Discover MasterCard VISA/Bank-Americard at www.nbea.org. Credit Card Number Expiration Date This form must be received at the Your credit card holds your room reservation for late arrival. You must cancel your reservation 72 Boston Marriott Copley Place hours prior to your arrival date or you will be charged one night’s room & tax for the arrival date. by March 13! Signature 52 | Business Education Forum By Priscilla Romkema, PhD NATIONAL BUSINESS EDUCATION ASSOCIATION From the 2020Give your outstanding businessPresident CONVENTION HOTEL RESERVATION FORM
Boston Marriott Copley Place students the recognition they GENERAL INFORMATION 110 Huntington Avenue • Boston, Massachusetts 02116 The Boston Marriott Copley Place is the headquarters hotel Tel: 877-901-2079 Fax: 617-587-5191 deserve.... for the NBEA 2020 Annual Convention, April 7-11, 2020. April 7-11, 2020 Hotel accommodations can be made by contacting Guest Information Marriott Reservations at 877-901-2079. Please make sure to specify the NBEA room block. To make your reservations online, visit our web site at www.nbea.org. Last Name First Name Initial Recognition for Excellence in Business Room rates at the Boston Marriott Copley Place are: • $169 Single Address Recognition for service learning • $189 Double • Each Additional Person in Room $20 City State Zip Recognition for achievement in business and academics The Boston Marriott Copley Place requires a check/money order or credit card to hold your reservation. Reservations Telephone Fax Email Recognition at the local and national levels must be made by March 13, 2020. Marriott Bonvoy # ______Recognition for leadership and character development Rates are subject to applicable state & local taxes Please Reserve ______Room(s) for ______Person(s) (currently 14.95% per night) in effect at time of check- in. Reservations are accepted on a first-come, first- Name(s) of person(s) sharing accommodations served basis and subject to availability. Please note that ______room types can not be guaranteed, but are listed as a ______request on your reservation. Your credit card holds your room reservation for late arrival. You must cancel your For Arrival on ______/______/______Departure on ______/______/______...start a chapter of the reservation 72 hours prior to your arrival date or you will be charged one night’s room & tax for the arrival date and Please check your room preference your reservation will be cancelled as a no-show. Check-in King Double/Double time is 4:00 p.m.; check-out time is 12:00 noon. Note: The Boston Marriott Copley Place is a smoke-free environment. This National Business Honor Society includes all guest rooms, restaurants, lounges, meeting rooms, and public space. Those booking rooms in the NBEA room block must Check-out time is 12:00 noon. Rooms may not be available for check-in until after be registered convention attendees or registered 4:00 p.m. Reservations requested after the cut-off date and/or after the room exhibitors. block is filled are subject to availability and may not be available at the group rate. *Note: Credit card guarantees and deposits will be refunded only if cancellation notification is given within Payment Information 72 hours prior to arrival. n $169 Single n $189 Double n Each Add’l Person in Room $20 The hotel does not mail confirmation slips. For your Check or money order enclosed for $ ______convenience, an email confirmation may be sent if that information is provided (at right). Please charge my: AMEX Carte Blanche Diners Club For more information about the NBEA 2020 Convention and the Boston Marriott Copley Place, visit our website Discover MasterCard VISA/Bank-Americard at www.nbea.org. Credit Card Number Expiration Date This form must be received at the Your credit card holds your room reservation for late arrival. You must cancel your reservation 72 Boston Marriott Copley Place hours prior to your arrival date or you will be charged one night’s room & tax for the arrival date. For information contact [email protected] by March 13! Signature National Business Honor Society Governing CouncilFebruary 2020 | 53 C a r e e r & F a m i ly
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