Approved by Faculty Senate

Course Syllabus

College of Business

Winona State University


Department: Administrative Information Systems Revision Date: June 2000

(Business Education)

Course Number: AIS 401 Course Title: General Methods

Credits: 2 semester hours Frequency of Offering: Yearly

Prerequisites: Education 305 and 312 Grading: Grade Only


  1. Catalog Description and Focus
  2. A course for business teacher preparation in the methods and materials of business education. Topics include philosophical foundations of business education, general curriculum trends, and instructional design. Open only to AIS Department teaching majors. Recommended prerequisites: Education 305 and 312.

  3. Oral Flag

The General Methods course provides numerous opportunities for pre-service educators to practice oral presentations within the context of educational tools and strategies related to education for and about business. The course emphasizes oral presentations as required for successful performance in educational settings. The course includes requirements and learning activities that promote students’ abilities to

    1. earn significant course credit through extemporaneous oral presentations;
    2. understand the features and types of speaking in their disciplines;
    3. adapt their speaking to field-specific audiences;
    4. receive appropriate feedback from teachers and peers, including suggestions for improvement;
    5. make use of the technologies used for research and speaking in the fields; and
    6. learn the conventions of evidence, format, usage and documentation in their fields.
  1. Course Objectives

Upon completion of this course, each student will

    1. Understand occupational clusters within business, marketing, and information management.
    1. Develop a perspective of career options in business fields of management, sales and
    2. marketing, accounting and finance, information systems, or office management and
    3. administrative support.
    4. Understand the basic purposes, issues, skills, nature of work, and major concepts of
    5. employment in one or more occupations.
    6. Establish activities that allow students to understand individual work within the context of broader business goals.
    7. Organize instruction that enables students to learn more effectively how to acquire skills,
    8. gain a perspective on a career, and embark on the first job.
    1. Be able to integrate understanding business with the understanding of pedagogy, students,

learning environments, and professional development.

    1. Understand educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents.
    2. Understand the research base for and the best practices of middle level and high school education.
    3. Know how to develop curriculum goals based on the central concepts of the business and how to apply instructional strategies and materials for achieving student understanding of business education.
    4. Understand the role and alignment of district, school and department mission and goals in program planning.
    5. Understand key legislation germane to business education and school-to-work transition programming.
    6. Understand the need for and how to connect student secondary school experiences with the work place or further educational opportunities.
    7. Know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities.
    8. Understand the role and purpose of co-curricular and extracurricular business activities in the teaching and learning process.
    9. Know how to access information relevant to the field of business through consumer, business, and professional organizations, publications, and journals.
    10. Know strategies for marketing the business education program, including student recruitment and retention techniques and practices.
    11. Know how to develop and apply evaluative criteria for a business curriculum and a plan for continuous improvement.
    12. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with middle level and high school students within a range of educational programming models.
  1. Course Outline
    1. Foundations for Teaching Business Education
    1. The "master teacher" in business education
    2. Current philosophical foundations
    3. Curricular organization – school, district, and department missions
    4. Tech prep and apprenticeship programs
    5. Business and industry needs for workers: competencies and skills
    6. Occupational clusters in business fields
    7. Career paths and job entry skills
    8. School-to-work transition
    9. Workplace readiness skills
    10. Business/industry resources, publications, and professional organizations
    11. Applied academics and relevant education
    12. Successful business alliances and partnering
    13. Instruction for and about international business
    14. Federal and state legislation affecting business programs
    15. Using business education research sources and publications
    16. Current status of Profiles in Learning for business education
    17. Learning through co- and extra-curricular activities in business programs
    18. Student recruitment and retention
    19. Marketing business education programs
    1. Learning Processes in Business Education
    1. Principles of learning: types and levels of learning
    2. Variables affecting learning
    3. Diversity in the classroom
    4. Providing for student differences
    5. Planning for students with special needs
    6. Transfer of learning
    7. Developing perceptual-motor skills
    8. Motivation strategies
    1. Instructional Systems and Strategies
    1. Developing individualized instruction
    2. Competency-based learning systems
    3. Levels of individualization
    4. Managing individualized instruction
    5. Extending the use of cooperative learning
    6. Alternative scheduling and delivery
    7. Innovative teaching strategies
    1. Planning for Instruction in Business Education
    1. Classifying and writing instructional goals and objectives
    2. Preparing performance objectives
    3. Planning the course of study
    4. Developing the unit
    5. Developing the daily lesson plan
    6. Planning an instructional module
    7. Performance packages
    1. Monitoring Student Progress
    1. Methods of evaluation
    2. Constructing tests
    3. Constructing performance tests
    4. Constructing attitude-evaluation instruments
    5. Implementing Tests
    6. Grading Standards
    1. Assessment in Business Education
    1. Importance of assessment in business education
    2. Characteristics of good assessment
    3. The evolution of assessment, testing, and evaluation
    4. Course and program assessment strategies
    5. Using assessment for program/curricular improvement
    6. Authentic assessment
    7. Alternative assessment
    8. Rubric- and portfolio-based assessment
    9. Assessment in content areas



The following seven principles of good practice provide general guidelines for the design of this course and for class participation; your learning experience will encourage:

  1. Time on task. d. High, attainable expectations. g. Respect for diverse talents and
  2. Active learning e. Faculty-student contact ways of learning.

c. Prompt feedback f. Cooperative, collaborative learning.


  1. Course Portfolio – Compile a course portfolio including all written assignments, two article
  2. reviews, reaction papers, self-initiated coursework, readings handouts, and other activities as assigned. Prepare to explain your portfolio during class. (a, b, c, d, e, f.)

  3. Reflective Essay – Write a reflective memo to your instructor focused on the themes of "I’m
  4. becoming a business teacher because . . ." and "To become an effective business teacher, I need

    to . . ." Use the articles from NBEA Newsletter, KEYING IN, and the PCBEE policy statements

    together with your own self-assessment at this point in time. Plan to share ideas from your essay during class. (a, b, c, d, e, f.)

  5. Role Play – Be prepared to role play your answer to parents’ or administrators’ questions on "What is business education; what is the purpose(s) of business education programs; why should my son/daughter take business courses?" (a, b, c, d, e, f.)
  6. 4. Motivation Strategy Paper – Why Students Won’t Discuss and What To Do About It.

    Based on class discussion of the reasons students give for not participating in class, describe at least one teaching strategy or technique that you would use to address five (minimum only) of those reasons and to help ensure class participation. Plan to share at least one strategy or technique in class. (a, b, c, d, e, f.)

  7. Micro-demonstration – Prepare a 5-10 minute roleplay of one of the motivation strategies thaat
  8. you might use to increase student classroom participation. (a, b, c, d, e, f.)


  9. Performance Package Critique – Examine and evaluate a performance package appropriate for a

business education course. A structure sheet with evaluation criteria will be furnished for the critique. Prepare to explain your evaluation in class. (a, b, c, d, e, f.)



Course evaluation will be based on the following:

  1. Two quizzes and a written final exam. (20%) e. The grading scale is as follows:
  2. Micro-demonstration on motivation. (30%)
  3. Course portfolio breadth and depth. (20%) 92%=A 86%=B
  4. Class participation and professionalism. (30%) 75%=C 70%=D.

General Policies. Assignments for excused absences are due the class period after returning to class. Confer with the instructor before missing class. Arrange makeup assignments.

Additional readings or projects may be assigned. Since in-class participation is an integral portion of this course, students are expected to be present with the exception of illness, a university-related activity, or family emergency.

Keyboard assignments and prepare back-up copies. Assignments submitted by the timelines accrue full credit. For WSU ethics policies and procedures, read

Accommodation Statement. Any student who has a personal issue that may prevent full demonstration of ability should speak with the professor personally before the end of the first week of classes. Necessary accommodations may be arranged to ensure full participation and facilitate individual educational opportunities.




Brown, Betty J., MANAGEMENT OF THE BUSINESS CLASSROOM, National Business Education

Association, 2001. (Selected chapters.)

Calhoun, Calfrey C. and Bettye Robinson, MANAGING THE LEARNING PROCESS IN BUSINESS

EDUCATION, Colonial Press, 1995. (Selected chapters.)


EDUCATION, National Business Education Association, 1996. (Selected chapters.)

Rucker, Jim (ed.), ASSESSMENT IN BUSINESS EDUCATION, National Business Education

Association, 2000. (Selected chapters.)

Professional Journals

Business Education Forum.

The Delta Pi Epsilon Journal.

International Review for Business Education.

Journal of Education for Business.

NABTE Review.

Technological Horizons in Education (T. H.E.) Journal


Web Sites

Balance Sheet

Business Education in General

Children, Family, and Learning (CFL)

Educate America (with Educational Links)

Goals 2000 Act

Graduation Standards

Interactive Multimedia Electronic Journal

of Computer-enhanced Learning


Minnesota Business Educators Incorporated

Minnesota Department of Economic Security

Minnesota Electronic Curriculum Repository

Minnesota School to Work

MN Technology Education Association

NBEA Online (Yearbooks)

North Star

Teaching Business Education—A Creative

Ideas, Tips, and Techniques Newsletter

For Business Educators

EdSTAR Minnesota

MECR Version II (performance

assessments by MN teachers)

Education website:

General rubric page w/ links

Subject matter rubrics

State Grad Rule Rubrics

Learning to Learn--Resources:

Tests and Learning Styles

Inventories on the Web






Foundations for Teaching Business Education (08/28-09/11)

Introduction and course overview

Professional organizations and memberships

The "master teacher" in business education

Current philosophical foundations

Curricular organizations

Tech prep and apprenticeship programs

Assignments: Brown: Chapter 01 – Management of Business Education: A Perspective (09/04)

Calhoun: Chapter 01 - Business Education in Perspective (09/04)

Perreault: Chapter 01 – Business and Industry Need . . . Workers (09/04)

Chapter 02 – Successful Business Alliances (09/04)

Chapter 03 – Apprenticeships for Business Students (09/04)

Chapter 04 - . . . School-to-Work Transition (09/04)

Chapter 13 - Workplace Readiness Skills (09/04)

Chapter 14 - Applied Academics: Relevant Education (09/04)

Readings: PCBEE Policy Statement No. 23 – Mission of Business Education (09/11)

Preparing Business Education for the 21st Century (09/11)

PCBEE Policy Statement No. 54 – The Role of BE in Tech Prep (09/11)

NBEA Newsletter, KEYING IN: (09/11)

Business Education and Academics: A Case for Integration (09/11)

How to Get Started with Tech Prep (09/11)

Youth Apprenticeship in Minnesota (09/11)

Reflective Essay: Themes: I’m becoming a business teacher because . . . (09/11)

To become an effective business teacher, I need to . . .

Prepare a reflective memo to yourself; limit to three

keyboarded pages; place in your portfolio.

Define Business Education: Be prepared to role play your answer to parents’ (09/11)

or administrators’ questions. For example, "What is business

education? What is/are the purpose(s) of business education?"


Learning Processes in Business Education (9/18-09/25)

Basic learning

Principles of learning. Types and levels of learning.


Methodologies—student- vs. teacher-centered

Assignments: Brown: Chapter 12 – Setting the Stage for successful Learning (09/18)

Brown: Chapter 13 – Classroom Management Theory and Practice (09/18)

Calhoun: Chapter 2 – Learning Processes in Business Education (09/18)

Perreault: Chapter 7 - Principles of Learning (09/18)

Strategy Presentation: Why Students Won’t Discuss and What to Do About It. (09/18)

Based on class discussion of the reasons students give for not participating in class discussion, describe at least one teaching strategy or technique that you would use to address five (minimum only) of those reasons and to help ensure students’ class participation. Place this strategy paper in your portfolio.

Micro-demonstration of Class Discussion. Role play a teaching strategy or

technique you would use to get students to discuss (10 to 15 minutes in length). (09/18)




Instructional Systems and Strategies (10/02)

Individualized instruction

Managing individualized instruction

Operation of individualized labs

Cooperative learning

Innovative teaching strategies

Assignments: Brown: Chapter 04 – Integrating Bus. Ed. Programs with Other Disciplines (10/02)

Chapter 14 – Facilities Management (10/02)

Calhoun: Chapter 03 – Instructional Systems for Business Education (10/02)

Perreault: Chapter 06 - Alternative Scheduling and Delivery (10/02)

Chapter 11 - . . . Use of Cooperative Learning (10/02)

Chapter 12 - Innovative Teaching Strategies . . . (10/02)


Monitoring Student Progress (10/09)

Methods of evaluation

Test construction

Performance tests

Attitude evaluation

Evaluation standards


Assignments: Brown: Chapter 11 – Student-related Management Concerns (10/09)

Calhoun: Chapter 04 - Monitoring Student Progress (10/09)

Perreault: Chapter 09 - Authentic Assessment (10/09)

Performance Package: Examine and evaluate a performance package

appropriate for a business education course. The necessary structure

sheets and rubrics will be furnished as a guide for your written critique. (10/09)


Planning for Instruction in Business Education (10/16)

Instructional goals and objectives

Performance objectives

Planning a course of study

Developing a unit

Daily lesson planning

Preparing an instructional module

Providing for student differences

Assignment: Brown: Chapter 06 – Program Management in Changing Times (10/16)

Chapter 07 – Managing Curriculum Change (10/16)

Chapter 08 – Diversity Today: Challenges and Strategies (10/16)

Chapter 09 – Shaping the Elem./Mid. School Business Education (10/16)

Calhoun: Chapter 05 - Planning for Instruction in Business Education (10/16)

Perreault: Chapter 08 - Diversity in the Classroom (10/16)

Discussion Topics: Research the listed topics and be ready to discuss in class. (10/16)

Communicating the essentials for the first week of class

Developing and implementing an effective classroom

                                                    discipline plan for secondary business education teachers

(+ middle school)

Communicating the essentials for the first week of class

Developing and implementing an effective classroom

discipline plan for secondary business education teachers

(+ middle school)

Plan Your First Day in Class as a Business Teacher. Prepare a detailed plan

about what you will cover during the first "real" class day when you start

your basic business course. This plan should indicate what you believe are

the classroom policies and procedures needed for sound classroom manage-

ment and preventive discipline. Place the plan in your portfolio. (10/16)