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MSU Teacher Education Unit (TEU)

M Ed. with concentration in Business Education requires 31 hours minimum
Credits are Semester Hours

Business Education

NCATE State Information for Business concentration in MED


(1) The programís advanced content area specialization study is designed to reflect the standards of the National Board for Professional Teaching Standards and professional specialty association recommendations for advanced study.

In addition to the National Board for Professional Teaching Standards, the MED-Business Concentration complies with the National Association of Business Teacher Education (NATBE) Standards for Advanced Programs. An in-depth review of the programís adherence to the NATBE standards is available in a separate document in the evidence room.

NBPTS Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

Students admitted to the Business Concentration in the MED program must have at least one of the following:
1. an undergraduate degree in business education;
2. an undergraduate degree in business plus actual business experience; or
3. an undergraduate degree in education.

Students admitted under #2 or #3 are required to complete selected undergraduate courses applicable to business areas taught in grades 7-12 as well as appropriate undergraduate courses in the professional education sequence (#2). They are then eligible to matriculate to the graduate curriculum that includes BIT 561, Research and the Internet; BIT 562, Management Information Systems; BIT 592 Special Topics; BIT 593, Contemporary Methods of Teaching Business; and BIT 598, Project.

a. Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines. c. Teachers generate multiple paths to knowledge

MED-Business students draw on their knowledge and skills attained from business undergraduate courses for business foundations and linkages. Information is then articulated through advanced study in various courses.

In BIT 593, Contemporary Methods of Teaching Business, students explore current issues and trends in business and business education. They also review contemporary curriculum design, advanced technology use, instructional techniques for todayís classroom, online course development and instruction, working with diverse learners, and assessment of student learning.

The capstone course, BIT 598, Project, provides an avenue for students to pose and solve problems from an action research perspective. Students are encouraged to return to their classroom, if applicable, and with the guidance of a graduate faculty advisory committee, design a research project to explore some facet of their instruction. Students may complete a Thesis rather than the Project course.

NBPTS Proposition # 3: Teachers are Responsible for Managing and Monitoring Student Learning.

In addition to completing the core education courses, business students complete BIT 593, Contemporary Methods of Teaching Business, where they focus on a variety of key subjects to enhance their ability to facilitate student learning.

a. Teachers call on multiples methods to meet their goals.
b. Teachers orchestrate learning in group settings.
c. Teachers place a premium on student engagement.
d. Teacher regularly assesses student progress.

BIT 593, Contemporary Methods of Teaching Business, is the primary course for MED-Business students to explore new ideas and develop new skills in instructional methodology, including team and group work as well as assessment. The course, itself, is taught in the online environment and is rich in student/student and student/faculty interaction. Students essentially practice their newly acquired skills within the context of the course. Additionally, the remaining courses in the business concentration seek to model various methods, assessments, and planning principals.

NBPTS Proposition #5: Teachers are Members of Learning Communities

The essence of a graduate program such as the MED is the camaraderie and community built among students throughout their course of study. The business students are members of the full education community as well as the business sub-community as a means for experiencing the importance and benefits of learning communities. Furthermore, all courses are offered online and most are offered on campus so students can chose the best environment for the learning but not suffer from isolation; our online courses are limited to 15 graduate students (and are usually smaller) and require extensive interaction. In business, we emphasize the sense of community built within the online learning environment through continual student/student and student/faculty interaction. Students, therefore, are encouraged to carry on this sense of community when they return to or enter into their teaching career.

a. Teachers contribute to school effectiveness by collaborating with other professionals. b. Teachers work collaboratively with parents.
c. Teachers take advantage of community resources.

In the BIT 593, Contemporary Methods of Teaching Business, course, students explore professional opportunities for business educators. This exploration includes professional business organizations but also suggests community commitment as well. In the unit on Current Issues and Trends in Business Education, students discuss issues such as parental involvement, student collaboration, and online learning as they pertain to todayís students.

(2) The programís advanced content area specialization study provides for breadth in the field or for detailed study of one or more specialized aspects of the field, and for access to new research and developments. The program uses a variety of performance assessments of candidatesí understanding and ability to apply knowledge.

While the business education instructor must be prepared to teach a variety of business subjects, an overriding theme in business is technology. MED-Business students, per our admission criteria, have knowledge and skills in the subject areas so our focus in the graduate program is to upgrade current subject knowledge and instructional methodology through research and discussion and to enhance such knowledge with technological applications and tools. Therefore, the related courses focus on technology while the methods course incorporates instructional themes.

Examples of performance assessments:

In BIT 561, Research and the Internet, students explore electronic research tools and methods. A final project requires students produce a paper guiding the reader through the research process applying all new tools, summarizing findings, and analyzing the complete electronic research process.

In BIT 562, Management Information Systems, students interact weekly, either face to face or through an electronic discussion forum, on issues related to technology in business. This course require students apply technology in a real world situation through case studies, which in turn allows for more advanced and comprehensive presentation in the classroom.

In BIT 592, Special Topics, students explore a contemporary business topic(s) or one of individual or small-group interest. This course provides flexibility for creating content most useful and current to the students at the time. Various activities are required to measure student learning, and specificity of such activities depends on the selected topic of the course and the instructor.

In BIT 593, Contemporary Methods of Teaching Business, students research, compare, and create sample business curriculum for different types of schools; identify future technology needs for the classroom and discuss how technology might be instructed and/or used for instruction; and compare instruction in the face-to-face versus the online environment

Finally, in BIT 598, Project, each student, along with his/her graduate faculty committee, is required to design and develop an action research project to be completed in his/her classroom. A non-employed student might work with a colleague or opt to do a thesis. The action research project idea should be primarily derived from and include the knowledge and skills attained from graduate course work.


(2) The program requires advanced study of curriculum theory, design, and delivery. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

Examples of performance assessments:

In BIT 593, Contemporary Methods of Teaching Business, students complete a unit of instruction on curriculum development. They are required to research and compare current curriculum designs of small and large schools, analyze and redesign these curriculums, and present their results to the classmates for discussion.

(3) The program requires advanced study of multiple means of assessing and evaluating diverse studentsí learning. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

Examples of performance assessments:

In BIT 593, Contemporary Methods of Teaching Business, students explore the area of student diversity and prepare a research paper defining key elements of student diversity and identifying instructional and assessment strategies.