A Conversation That Sparked Reflection

Yesterday I had the pleasure of talking with someone about work-based learning, career pathways, and the opportunities available for students after high school. That conversation stayed with me. It made me reflect on what students are asking for today and how different things look compared to when many of us were in high school. We have also been doing the career unit in my personal finance class, so it all connected at the perfect time.

What School Looked Like Then

When I was in high school, the message was simple. College was the only path to success. Teachers told you to get a degree and everything else would fall into place. No one talked about student loans or the student loan crisis that would later affect so many people. I did not explore many career options because I did not know they existed. We did not have the career and technical education opportunities students have today. The closest thing was the Future Farmers of America, and I honestly thought you had to be a farmer to join. I had no idea that trades existed or that they were an option.

The Limited Guidance We Received

Teachers sometimes joked that if you did not go to college you would end up working at McDonald’s. They did not mention that student loan debt can hold you back or that some of those McDonald’s workers are debt free, move into management, and build successful careers because they avoided unnecessary debt. It is funny how things work out. There was not much career exploration or experiential learning that I can remember. We took field trips for history or science, but nothing focused on real careers. I did not know that guidance counselors were supposed to help us explore options. Many students felt that counselors had favorites, and the rest were left to figure out their futures alone. I did not understand until years later what their job was actually supposed to be.

How Today’s Students Are Different

Fast forward twenty years, and everything looks different. Students have changed. They have access to more information than ever. With Google and YouTube, they can research any career, learn about salaries, understand job outlooks, and even watch videos that walk them through what a typical day looks like. They can put themselves into simulations and explore pathways that were never shown to us.

How Education Has Evolved

Education has changed too. Schools now offer career inventories, pathway exploration, work-based learning, and hands-on experiences. There is a strong push toward career and technical education. There is a strong push toward learning trades. Teachers now help students understand that college is only one option among many.

The Variety of Student Needs and Motivations

Of course, students still vary in motivation. Some struggle to stay on track. Some go above and beyond. Others fall somewhere in the middle. In my work-based learning class, some students want to explore all their options while others want to leave school so they can work and support themselves or their families. Most students today are curious, thoughtful, and motivated by real goals.

A Generation Asking Better Questions

Students are asking more questions. They want to know about financial aid for college and trade school. They want to know what opportunities are available. They want to make informed decisions. Yesterday’s bell ringer revealed that people now have an average of thirteen jobs in their lifetime and that 40 percent of 18 to 23 year olds are the ones switching most often. I think this happens because students are trying to discover what they like and what they do not like. They want to match their interests and strengths with meaningful work.

The Power of Experience and Exposure

Experience matters. Career and technical student organizations matter. Industry certifications matter. These things help students explore paths they never knew existed. There are so many careers available and students need exposure to all kinds of possibilities. I also find that many students today are realistic about salaries and what training is required. They understand more than we give them credit for.

Why CTE Teachers Matter

What CTE teachers are doing makes a difference. These opportunities help students grow, explore, and build futures that fit who they are. Most of the students I teach will one day work in the same community where I live, so it is important to prepare them well. The work we do in classrooms today will shape the communities we have tomorrow. And I believe students are grateful for these opportunities. They are ready for them. They deserve them.

Training is outcome-driven. It focuses on "how" — how to perform a procedure, use a tool, or follow a standard. Its success is measured by accuracy, consistency, and speed. For example, when employees learn to navigate new accounting software or teachers learn to integrate a new grading platform, that's training. It's necessary, practical, and efficient. But when learners leave a session knowing exactly what to do — and nothing more — the experience ends there. Training meets immediate needs but rarely inspires lasting growth.

Transformative education, by contrast, begins where training ends. It challenges assumptions, broadens perspectives, and connects learning to values and purpose. Instead of asking, "How do I do this?" transformative education asks, "Why do I do this, and how might I do it better?" It develops critical thinking, ethical reasoning, and self-awareness — qualities that fuel adaptability in uncertain times. In the classroom, this might look like a discussion that leads students to question consumer habits or reflect on how technology shapes identity. In the workplace, it might mean revisiting long-standing processes to align them with evolving community needs or sustainability goals.

Recent research supports this distinction. Saka and Celik (2024) found that genuine mindset transformation in teachers occurs when professional development moves beyond procedural training toward deeper reflection and identity growth. Their study emphasized that internalizing inclusive education, recognizing personal empowerment, and gaining experiential knowledge are key components of transformative learning — outcomes that extend far beyond technical skill-building.

True transformation happens when learners internalize knowledge and connect it to who they are and what they believe. They no longer rely solely on external instruction but instead take ownership of their learning journey. That shift — from dependency to agency — is what defines education as transformative. It's not just about information transfer; it's about intellectual and personal growth that continues long after the course or training ends.

For educators and leaders, the challenge is to blend both approaches effectively. Training keeps operations running smoothly; transformative education keeps organizations and individuals evolving. A skilled professional may execute a process flawlessly, but a transformative learner will improve the process itself. The future belongs to those who can do both — act with precision and think with purpose.

In short, training fills the toolbox; transformative education expands the mind that uses it. Our goal should not be to choose one over the other, but to design learning experiences that build competence and ignite curiosity. When that happens, education stops being an event — and becomes a lifelong transformation.

REFERENCE: 

Saka, D., & Celik, S. (2024). The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory. Teaching and Teacher Education, 152, Article 104793

By Lori Hauf, Ed.D., NBEA Education Director

Ever ask your class a question and end up answering it yourself? Stop training your students NOT to participate! Learn how to embrace silence, boost engagement, and make crickets your secret teaching weapon.

We’ve all been there. When I was a young educator and even later in life when I was facilitating adult training, I would ask questions in my workshops and toss out a brilliant question ;), full of energy and wisdom, and… crickets. The silence stretches, you feel awkward, your palms sweat, and before you know it—you blurt out the answer yourself. Congratulations—you’ve just trained your students not to participate.

When teachers jump in too soon, students learn an important (but unfortunate) lesson: “If I sit here long enough, my teacher will do the work for me.” And who can blame them? Free answers with zero effort? What a deal!

The Science of Awkward Silence

Here’s the thing: silence isn’t laziness—it’s thinking time. Research shows students need a pause to process, especially since what feels “obvious” to you may be brand-new for them. That dead air you dread? That’s actually the sound of learning in progress.

The Anti-Cricket Strategy

To break the cycle, try this simple process:

1. Ask the question. Clear, direct, no trickery.

2. Wait. Yes, really wait. Count in your head if you have to.

3. Get comfortable with silence. Awkwardness builds character.

4. Rephrase if needed. Same question, new angle.

5. Don’t cave and answer it yourself. Remember: you already know the answer!

6. Expect participation. Make it part of the classroom culture.

Warm Them Up

Still getting blank stares? Break the ice with easier, low-stakes questions first. Give students safe chances to speak before you dive into the tough stuff. Think of it as stretching before the mental workout.

Why It Matters

When students know you won’t rescue them from silence, they step up. Participation increases, discussions get better, and they start to realize learning is something they do, not something that happens to them.

So next time you’re tempted to answer your own question, resist. Let the silence hang. Trust the process. And remember: sometimes the best sound in your classroom is… nothing.

Because that “nothing” means your students are thinking.

Author
Joe McClary, CAE, Ed.S is the Executive Director of The National Business Education Association

1. Teach Like It Matters

Abraham Lincoln once said, “In the end, it’s not the years in your life that count. It’s the life in your years.” Each class period is an irreplaceable moment. Like the teacher who encouraged a young Warren Buffett to read financial news daily, your small acts may spark a lifelong passion.

2. Focus on One Student at a Time

Booker T. Washington’s mentor, General Samuel Armstrong, didn’t just see a student—he saw potential. Each week, identify one student who needs encouragement. You may not remember the words years from now, but they might.

3. Make It Real-World from Day One

In 1914, Henry Ford shocked the nation by paying workers $5 a day, connecting wages to loyalty and productivity. In the same way, connect your lessons to your students’ realities early on. An activity calculating the “cost of their dream life” can turn abstract concepts into eye-opening lessons.

4. Model Lifelong Learning and Resilience

Thomas Edison famously said, “I have not failed. I've just found 10,000 ways that won’t work.” When classroom technology glitches or a lesson falls flat, show students how professionals adapt. Your response to challenges will teach more than the challenge itself. One of the ways to do this is by attending the NBEA annual convention.  There is no other organization that will provide the quality programming and relationship building like NBEA.

5. Lead with a Vision, Not Just a Plan

Madam C.J. Walker, America’s first self-made female millionaire, didn’t start with a perfect plan—she started with a vision to improve lives and stuck to it. Define your vision for your students this year, and let it guide every decision.

The Ripple Effect

History shows us that one teacher’s belief can echo across generations. Outstanding resilience in the classroom begins with being part of a community of educators that share challenges. The National Business Education Association (NBEA) is YOUR COMMUNITY. As you step into your classroom or lecture hall, remember: what you do this year will outlast the semester. Teach like it matters—because it does.

Originally from West Helena, Arkansas, Alice broke new ground as the first member of her family to attend college. With an early passion for business education, she never wavered from her dream. She earned both her Bachelor’s and Master’s degrees in Business Education from Arkansas State University in Jonesboro. Just one month after completing her Master’s, she began teaching at Motlow State Community College in Lynchburg, Tennessee—a newly established college located in the scenic hills of middle Tennessee.

At that time, Motlow was a young institution with just one campus. Today, it has grown into a thriving college with multiple campuses and sites. Alice’s teaching career at Motlow spanned nearly 40 years—35 years full-time and another four years part-time. Her impact continued even after retirement, as she remained an academic advisor part-time until her third and final retirement, culminating in a remarkable 48-year service to the institution.

Alice’s dedication to teaching was matched by her embrace of technology and innovation. She witnessed and led the transformation from electric IBM typewriters to the dawn of online instruction. At Motlow, she played a vital role in training faculty and staff in the emerging world of computer technology, word processing, and digital procedures. Beyond traditional credit courses, she also taught non-credit classes, CPS Review sessions, and contract training for local businesses.

Alice’s NBEA story began in her third year of teaching when a colleague encouraged her to join. What started as a resource for teaching ideas and liability insurance quickly blossomed into a deep professional commitment. Her involvement grew to include leadership roles in TBEA, SBEA, and NBEA, where she served on executive boards, chaired committees, and took on roles such as session coordinator and convention presenter.

For more than 18 years, Alice served as Tennessee Membership Director for all three organizations. Her contributions were recognized with numerous awards throughout her career, but she considers her proudest honor to be the 2002 NBEA Postsecondary Teacher of the Year Award.

Alice credits NBEA with connecting her to a network of professional peers and lifelong friends. Among her many treasured experiences, she highlights the mentorship of former NBEA Executive Director Dr. Jan Treichel as especially meaningful.

“I can’t say enough about what NBEA has meant to me all these years,” Alice shared. “I challenge each of you to get involved, stay involved, solicit more members, and you won’t be disappointed. As they say, ‘what you get from anything depends on what you put into it’—that’s certainly true in the classroom as well as in life.”

Alice Huskey’s legacy is a shining example of commitment, growth, and impact in business education. We thank her for 54 years of loyalty and leadership, and we honor her continued presence in the NBEA community.

While the author, a respected academic, raises valid concerns about capitalism and sustainability, the article overstates the influence of business schools and unfairly blames them for systemic problems that span government, policy, and culture. At the National Business Education Association (NBEA), we believe it’s important to offer a more grounded and accurate view—one that reflects the tremendous strides educators are making across the country.

Here are five key ways business education is advancing society—not failing it.

1. Shareholder capitalism isn’t broken—it’s evolving.
The article argues that shareholder capitalism is “broken,” but that claim oversimplifies a complex and historically successful economic framework. While no system is without flaws, market-based capitalism—particularly in its shareholder form—has lifted more people out of poverty, increased life expectancy, and driven innovation on a global scale. The flexibility of capitalism lies in its ability to adapt to new realities and incorporate values beyond profit, such as sustainability and long-term value creation. Rather than being broken, shareholder capitalism is being refined—and business schools are central to guiding that evolution. Educators are helping future leaders understand how to balance profit with purpose and make decisions that benefit shareholders and society.

2. Business schools are catalysts for innovation and ethics—not defenders of the status quo.
Modern business curricula have undergone significant transformation. Subjects such as corporate social responsibility, sustainable business models, and ethical leadership are now core components—not just fringe electives. Educators are encouraging students to wrestle with real-world challenges like environmental stewardship, long-term strategy, and the ethical use of technology. These are not institutions clinging to outdated models; they are actively shaping the next generation of leaders to think critically and responsibly.

3. Business education emphasizes stewardship, not selfishness.
The claim that business schools teach students to pursue only profit is a mischaracterization. Today’s programs help students understand the broader purpose of business: to create value, serve customers, and contribute to healthy economies. Many schools now teach stakeholder theory alongside traditional shareholder models, prompting students to think holistically about the impact of their decisions. Educators regularly challenge students to consider the “why” behind business—not just the “how.”

4. Systemic issues like climate change and inequality require cross-sector solutions.
While business has an essential role in addressing climate risk and economic disparity, these are society-wide challenges that involve government policy, global trade dynamics, and cultural change. Blaming business education for systemic breakdowns ignores the progress being made within institutions—and the role of other sectors in enabling or constraining reform. Business schools are often incubators for solutions, not barriers to them.

5. Today’s students want more than high salaries—they want meaningful careers.
Students entering business education today are not driven solely by financial ambition. Many are passionate about entrepreneurship, sustainability, and creating positive change through commerce. Schools are responding with programs in social entrepreneurship, impact investing, and innovation ecosystems. Students are not passive recipients of outdated models; they are active voices pushing institutions to be more responsive, human-centered, and future-focused.

Conclusion
Rather than condemning business schools, we should recognize them as key players in the evolution of modern society. Far from failing, business educators at all levels—from high school to graduate school—are helping students think critically, act ethically, and lead with purpose. The very capitalistic system the author criticizes is the very system making business education better. The real opportunity is not to tear down business education, but to invest in it, support its continued adaptation, and acknowledge the progress it is making every day.

Joe McClary, is the Executive Director of the National Business Education Association

The views expressed herein do not represent an official position of the NBEA Board of Directors and all commentary are the author's and authors alone.

1. Digital-First and Technology Integration

A major trend is the move toward digital-centric marketing education. Modern curricula increasingly emphasize digital marketing tools, online advertising, and social media strategies. Programs like the M-School initiative place digital marketing at the core, ensuring students gain hands-on experience with current industry practices. This shift is driven by the need to prepare students for a marketplace where digital skills are essential^[1].

2. Experiential and Project-Based Learning

Marketing courses now prioritize experiential learning and project-based activities. Students often work with real businesses or school stores, developing marketing plans, conducting market research, and executing promotional campaigns. These experiences foster practical skills, critical thinking, and teamwork, making learning more relevant and engaging^[2][1].

3. Comprehensive Coverage of Marketing Concepts

Courses continue to cover foundational marketing principles—market research, sales, product development, pricing, and promotion—while expanding into areas like entrepreneurship and career development. Role-playing exercises, such as mock interviews or business scenarios, are commonly used to build communication and problem-solving skills^[3][4].

4. Emphasis on Career Readiness and Leadership

Programs are designed to help students explore marketing career paths and develop professional skills. Co-curricular organizations like DECA and FBLA play a significant role, offering competitions, scholarships, and leadership opportunities. These activities help students apply classroom knowledge in real-world contexts and build resumes for future employment or college applications^[3][5][4].

5. Focus on Ethics and Critical Thinking

Modern marketing curricula integrate discussions on ethics, responsible advertising, and the impact of marketing on society. Students are challenged with ethical dilemmas and encouraged to make informed, responsible decisions—skills highly valued in today’s business environment^[5].

6. Collaboration with Industry Partners

To keep content current and relevant, many programs collaborate with local businesses and industry professionals. This partnership approach ensures students are exposed to up-to-date practices and can network with potential mentors or employers^[1].

Summary Table: Key Trends in High School Marketing Education

Business teachers are encouraged to adapt their courses to these trends, ensuring students are both industry-ready and capable of navigating the dynamic world of modern marketing^{[3][5][2][1][4]}.⁂

1. https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1011&context=mbl_fac
2. https://hs.hassk12.org/apps/pages/index.jsp?uREC_ID=2638227&type=d&pREC_ID=2286268
3. https://boe.parkhill.k12.mo.us/attachments/8afeda36-2bed-410d-84a5-f2d18d3e8065.pdf
4. https://resources.finalsite.net/images/v1623862541/parkhillk12mous/eh8kbiyzzwaz5uae57cw/MarketingConceptsCourseSummary--BoardApprovedJune222017.pdf
5. https://www.education.ky.gov/CTE/ctepa/Documents/24-25_BusandMark-Courses.pdf

Note: portions of this article were checked by Perplexity.ai and also reviewed for accuracy by business educators.

Keywords: Accounting education, CPA engagement, high school curriculum, business teachers, career pipeline, workforce development

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High school business educators play an essential role in shaping the future workforce by providing students with foundational knowledge of business principles. One of the key opportunities within the Introduction to Business and Marketing course is exposing students to the world of accounting—a field that is crucial but often misunderstood by students.  With a nationwide shortage of qualified accountants, as highlighted by the National Pipeline Advisory Group (NPAG) report, there is an urgent need to offer students more comprehensive early engagement with accounting (AICPA, 2023).

The NPAG report stresses that fewer students are pursuing accounting degrees or sitting for the CPA exam. To address this gap, it is important to engage students at an earlier stage in their education (AICPA, 2023). High school courses like Introduction to Business and Marketing provide an ideal entry point for introducing students to accounting concepts, laying the groundwork for future career choices.

Introduction to CTE Career Cluster Enrollment

The data in Figure 1 illustrates the national enrollment of students in business-related Career and Technical Education (CTE) clusters, specifically highlighting the Business Management, Finance, and Marketing clusters from 2021 to 2023. It is important to note that these numbers reflect both concentrators and participants, as classified in the Perkins data.

A participant is defined as a student who has completed at least one course in a CTE program area, while a concentrator is a student who has completed a defined sequence of courses or achieved a specific level of credit in the program, indicating deeper involvement. These classifications can sometimes lead to overlapping numbers, as students may concentrate or participate in more than one CTE cluster, which may result in potential double-counting in the data. Despite this, the enrollment numbers provide valuable insights into the scale and reach of business-related education within the CTE system.

Discussion of the Data

All three of these career clusters require students to complete the Introduction to Business and Marketing course as participants during their foundational training. This course serves as an essential gateway for students as they explore business-related careers, including accounting, which falls within the Finance Career Cluster. Given the consistent enrollment across these clusters, the Introduction to Business and Marketing course plays a crucial role in shaping students' early understanding of business principles and career pathways.

Introduction to Student Concentration in Business-Related Career Clusters

In Figure 2, the data illustrates the proportion of students in the Business Management, Finance, and Marketing clusters who are classified as concentrators in 2023. A concentrator refers to a student who has completed a defined sequence of courses, meaning they have progressed beyond the introductory level in their CTE pathway. The remainder of the students, nearly 75%, are classified as participants, which means they have only completed the initial course, Introduction to Business and Marketing.

Proportion of Enrolled Students Classified as Concentrators

In 2023, slightly more than one-quarter of students in these clusters were classified as concentrators. Specifically, there were 201,443 concentrators in the career fields that fall under the Finance cluster, which includes accounting. This means that across the entire nation, only 201,443 students were likely enrolled in an accounting course in that year.

To put this into perspective, the total number of public high school students in the United States is close to 50 million. This figure highlights a critical gap in the pipeline for future accountants and other finance professionals, underscoring the importance of ensuring that more students move beyond the introductory courses and into advanced coursework in these fields.

Figure 3 demonstrates that in 2023 only 1.3% (201,443 students) of the total 15.5 million public high school students in the U.S. were likely enrolled in an accounting course. Due to duplicate reporting between career clusters, the data doesn’t reveal the total enrollment in the Introduction to Business and Marketing course; however, between 2.9% (1,052,666 business management participants) and 14.1% (2,187,263 total participants across three business-related clusters) were likely enrolled in Introduction to Business and Marketing in 2023. This portion of students represents those who are receiving at least some exposure to business-related subjects, but it’s important to emphasize that even within this course, students generally receive only a brief introduction to accounting, often limited to a single unit. The remaining 83% of high school students had little to no exposure to the foundational principles of accounting, contributing to the ongoing challenges in the accounting pipeline.

Partnering with CPAs, who bring real-world experience and insights, offers a way to strengthen the accounting unit within this course and ensure students receive a well-rounded understanding of the profession.

The NPAG Report: Engaging Students Earlier

The NPAG report reveals that between 2019 and 2023, the accounting profession experienced a 17.3% reduction in its workforce, while the working-age population grew by just 3% (AICPA, 2023). Additionally, fewer students are enrolling in accounting programs and taking the CPA exam. This shrinking pipeline is a key concern for the future of the profession.

The report underscores the importance of engaging students at an earlier stage in their academic journey. Most high school students are not fully aware of the range of opportunities within accounting, and they may have a limited understanding of what accountants do. Enhancing the accounting curriculum in high school business courses offers a valuable opportunity to fill this gap.

Enhancing the Current Curriculum

The Introduction to Business and Marketing course provides a foundational overview of various business concepts, including accounting. However, there is potential to expand this unit to better engage students and provide more practical, real-world applications of accounting concepts. The following table outlines key areas for curriculum enhancement and suggests ways to incorporate CPA expertise to deepen student understanding.

Building Stronger Partnerships Between Educators and CPAs

High school business educators have deep expertise in teaching broad business principles, and CPAs bring complementary skills that can enhance students' learning experiences. By working together, business teachers and CPAs can provide students with a fuller understanding of the role accounting plays in various industries and personal finance.

Collaboration between educators and CPAs could involve sharing case studies, developing interactive lessons, and offering guest lectures. CPAs can offer valuable insights into real-world applications of accounting, helping students connect what they learn in the classroom to viable career paths.

National Programs and Resources

Several national programs support educators in introducing students to the accounting profession in an engaging way. For example, the AICPA’s Start Here, Go Places program offers interactive tools and resources designed to introduce students to accounting careers (AICPA, n.d.). The Accounting Pilot & Bridge Project (APBP) also helps teachers deepen their students' exposure to accounting by offering advanced training and materials for high school educators.

Incorporating resources like these into high school business courses aligns with the NPAG report’s recommendation to expose students to accounting earlier. This approach ensures students receive a comprehensive introduction to accounting and its various career opportunities.

Conclusion

High school business courses offer an invaluable opportunity to introduce students to the accounting profession. By enhancing the accounting unit in the Introduction to Business and Marketing course and partnering with CPAs, students can gain a clearer understanding of the field and its relevance to business and finance.

Through curriculum improvements and increased collaboration with accounting professionals, students will be better equipped to pursue accounting as a career, helping to build a stronger, more sustainable pipeline of future accountants. This partnership between educators and CPAs will not only address the profession's current workforce challenges but will also inspire students to explore the diverse opportunities that accounting offers.

References

AICPA. (n.d.). Start Here, Go Places. Retrieved from https://www.startheregoplaces.com

AICPA. (2023). National Pipeline Advisory Group (NPAG) report. American Institute of Certified Public Accountants.

Career and Technical Education (CTE) System. (n.d.). Introduction to Business and Marketing course curriculum. Retrieved from https://www.cte.gov

National Business Education Association (NBEA). (n.d.). NBEA annual meeting. Retrieved from https://www.nbea.org

National Center for Education Statistics. (2023). Public school enrollment. Retrieved from https://nces.ed.gov/programs/digest/d21/tables/dt21_203.10.asp

Perkins Collaborative Resource Network. (2023). Perkins V: Strengthening career and technical education for the 21st century act. U.S. Department of Education. Retrieved from https://cte.ed.gov

Over the past year, I have had the privilege of volunteering as a judge for DECA student competitions. These competitions provide high school students with real-world business experience as they present entrepreneurial pitches, hoping to convince judges—acting as potential investors—to fund their fictitious ventures. Some students impress with well-researched, creative presentations, while others gain valuable experience in the art of the pitch.

But after judging several of these competitions, I’ve noticed a common and concerning trend: Almost every student pitch includes a marketing strategy heavily reliant on radio and TV advertising.

The Problem with Outdated Advertising Strategies

Traditional media—TV and radio—has its place in marketing, but it’s also among the most expensive advertising methods available. Many of these students don’t fully understand the cost implications of running even a small-scale TV or radio campaign. A local radio ad can cost anywhere from $200 to $5,000 per week, while a 30-second television spot in a mid-sized market can cost tens of thousands of dollars—and that’s not even counting production costs. For a small startup with a limited budget, these options are often unrealistic.

So why are students defaulting to these strategies? The answer is simple: They don’t have enough exposure to modern digital marketing.

The Missed Opportunity in Digital Marketing

While students may be active on social media platforms personally, they often lack knowledge about how to leverage digital marketing effectively for business purposes. Strategies like:

• Social Media Marketing – Using platforms like Instagram, TikTok, and LinkedIn for targeted brand engagement.
• Pay-Per-Click (PPC) Advertising – Running cost-effective, trackable ads on Google and Facebook.
• Influencer Marketing – Partnering with micro-influencers to tap into niche audiences.
• SEO and Content Marketing – Creating blogs, videos, and other online content that attract organic traffic.
• Email Marketing – A low-cost, high-ROI method of keeping potential customers engaged.

These digital approaches are often cheaper, more targeted, and provide measurable results, making them a much better fit for small businesses.

How We Can Better Prepare Students

To bridge this gap, we need to ensure students have hands-on experience with digital marketing tools before they graduate. Here’s how business educators and programs like DECA can help:

1. Integrate Digital Marketing Projects into Curriculum

   • Have students create and manage social media accounts for fictitious businesses.
   • Teach Google Ads and Meta Ads basics, including budgeting and audience targeting.
   • Assign real-world case studies on viral marketing and influencer partnerships.

2. Encourage Partnerships with Local Businesses

   • Students could run small social media campaigns for local startups, giving them real-world experience while benefiting the business.

3. Introduce Free Digital Marketing Certifications

   • Programs like Google Digital Garage, HubSpot Academy, and Facebook Blueprint offer free certifications that students can add to their resumes.

4. Host Digital Marketing Competitions

   • Instead of just pitching business ideas, students could compete in running the most effective digital marketing campaign for a hypothetical product.

Preparing for the Future of Business

The marketing landscape has shifted dramatically over the past two decades. While traditional advertising methods still have their place, digital strategies dominate modern marketing efforts. It’s time we ensure our students are learning the skills they need to succeed in this evolving world.

By equipping students with real digital marketing experience, we’re not just improving their DECA pitches—we’re preparing them for a future where they can launch and grow real businesses in the digital age.

The Need for Financial Literacy

The case for requiring personal finance education in high schools is compelling. As the cost of living rises and financial products become more intricate, many Americans struggle with basic money management. According to the National Financial Educators Council, a lack of financial knowledge costs Americans an average of $1,819 per person per year. Furthermore, data from the Federal Reserve shows that nearly 40% of U.S. adults would struggle to cover an unexpected $400 expense. Clearly, the need for financial literacy is more pressing than ever.

High school, with its captive audience of young minds preparing to enter adulthood, seems like an ideal setting to teach essential financial concepts. Courses covering topics like budgeting, investing, credit management, and student loans offer students the tools they need to navigate an increasingly complex financial world. The hope is that by providing this foundational knowledge early, students will avoid common financial pitfalls and be better equipped to build stable, prosperous lives.

Challenges on the Horizon

However, while these graduation requirements are a step in the right direction, there are some hurdles to overcome to ensure they translate into meaningful, long-term financial empowerment.

First, one-size-fits-all curricula may not work for every student. High schoolers come from diverse socioeconomic backgrounds, meaning some may already be exposed to financial conversations at home, while others might have no experience with budgeting or banking. Creating coursework that is engaging and relevant to students from all walks of life is essential, but it’s no small feat.

Second, teacher preparedness is a significant factor. As more states implement these financial education requirements, the burden falls on teachers to deliver high-quality instruction. Many business or social studies teachers may be tasked with teaching financial literacy, despite not having specialized training in the subject. If educators themselves aren't well-versed in personal finance, it could limit the effectiveness of the instruction. Professional development for teachers in personal finance is crucial to ensuring they feel confident and capable of delivering the material in an impactful way.

Finally, retention and application of the knowledge students gain are key issues. Teaching financial literacy isn't just about helping students pass a course—it's about fostering long-term behavioral changes. Will students remember and apply what they learn when they're making major financial decisions years later, such as taking out loans or managing their first paychecks? Without real-world application or continued reinforcement of the lessons taught, there's a risk that the knowledge won't translate into action.

The Teacher's Role in Making a Difference

Despite these challenges, there is immense potential for financial education requirements to truly change lives—and teachers are the linchpin in this equation. When equipped with the right tools and knowledge, teachers can ensure that personal finance education makes a lasting impact on students' futures.

Engagement is key. Teachers can bring personal finance to life by connecting abstract concepts to students' real-world experiences. For example, simulating budget planning for a first apartment or exploring the consequences of poor credit can help students see the relevance of the material. Teachers who make financial literacy interactive, relatable, and engaging are more likely to inspire students to take the subject seriously.

Creating a safe space for questions is another crucial element. Financial literacy often touches on topics students may feel uncomfortable discussing, like family finances, debt, or socioeconomic status. Teachers can create a supportive environment where students feel comfortable asking questions, even if those questions seem basic. Encouraging open dialogue helps break down barriers and promotes a deeper understanding of financial concepts.

Beyond the curriculum, fostering financial habits is just as important as delivering the content. Teachers can encourage students to practice financial decision-making through simulations or project-based learning. Whether it’s managing a mock stock portfolio, creating a personal budget, or developing a plan to save for college, these practical exercises give students a taste of real-world financial decisions, reinforcing their knowledge through application.

Finally, teachers have the power to instill a growth mindset around financial literacy. While not every student will leave high school with a perfect understanding of complex financial products, teachers can plant the seeds of curiosity and confidence. When students believe they can continually learn and improve their financial skills, they’re more likely to seek out information and make informed decisions throughout their lives.

The Long-Term Promise of Financial Education

As financial education becomes more prevalent in high schools, it has the potential to transform the way future generations approach money. While challenges remain, the role of teachers in bridging the gap between knowledge and practical application cannot be understated. By engaging students, fostering curiosity, and making the subject relevant, teachers can ensure that the surging financial education requirements truly make a difference in the lives of young Americans. If successful, these initiatives could help reverse the tide of financial insecurity, empowering individuals to make smarter, more informed decisions and ultimately build a more financially stable society.

With the right approach, financial education has the potential to not just prepare students for graduation but for a lifetime of financial well-being.

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Joe McClary, CAE is the Executive Director at the National Business Education Association. He can be reached at ExecutiveDirector@nbea.org

NBEA was challenged with this question and reached out to the Educational Testing Service (ETS).  ETS adminsters the Praxis 5101 exam which is  is a subject-specific exam that tests knowledge of business-related topics. Many states use the 5101 in their traditional and non-traditional certification programs to evaluate the qualifications of prospective teachers. The Praxis tests are used in 46 states and the District of Columbia.However, each state has its own Praxis testing requirements, and some states only require the Praxis for specific areas or none at all.

The hypothesis is that if we measure the number of Praxis 5101 tests taken over time, it should give us a general benchmark to determine whether the number of teachers qualifying is increasing or decreasing. 

Examining data back to 2015, this is what we find:

Note: ETS reports data every three years and doesn't break down the years separately.

A statistical analysis shows a standard devision across years of only 53.67 test takers. So what do we take from this when combined with the antidotal information from teachers in the field?  

1. These results indicate national trends, not local.

2. There is evidence that the number of business teachers qualifying is consistent across years.

3. These results are for secondary school not college or university which have different teacher qualifying criteria.

4. Antidotal reports to NBEA indicate a SHIFTING in business education topics. For example, traditional "business teachers" may be shifting to computer related courses. 

Thoughts? Do you see problems with this hypothesis? do you have a better idea of how NBEA could better measure the number of business educators? Leave a comment.

1. Classroom Management Training

One of the most significant differences between non-traditional and traditional certification routes is the depth of training in classroom management. University-based programs typically devote extensive time to teaching prospective educators how to manage diverse student behaviors, foster engagement, and create a positive learning environment. In contrast, non-traditional certification programs often emphasize content mastery and provide less comprehensive training in classroom management techniques (Feiman-Nemser, 2001).

For non-traditionally certified educators, proactively seeking professional development or mentorship in this area is essential. Understanding how to maintain discipline while creating a supportive atmosphere will significantly impact the effectiveness of your teaching.

2. Focus on Pedagogy and Learning Theories

Traditional certification programs offer a deep dive into pedagogical theories and how students learn (Darling-Hammond & Bransford, 2005). These programs equip educators with an understanding of developmental psychology, differentiated instruction, and various teaching methodologies. However, alternative certification programs often skip over this foundational knowledge, assuming that educators will pick it up on the job (Feiman-Nemser, 2001).

If you’ve entered teaching through a non-traditional pathway, it’s worth investing time in learning about educational psychology and instructional strategies. Professional organizations like the National Business Education Association (NBEA) offer resources and workshops that can help bridge these gaps, enabling you to design lessons that meet diverse student needs.

3. Limited Student Teaching Experience

A hallmark of university-based teacher preparation is the immersive student teaching experience. Traditionally certified educators spend a significant amount of time in the classroom under the supervision of experienced mentors before taking on their own classes (Feiman-Nemser, 2001). In contrast, many non-traditional programs offer a more limited, fast-tracked teaching practicum or may place educators directly into classrooms without extended student teaching.

If your alternative certification program provided limited in-classroom experience, it can be helpful to seek out opportunities to observe seasoned educators or collaborate with colleagues to refine your classroom skills. Building a network of support will help you feel more confident and prepared to navigate real-time challenges.

4. Emphasis on Content Knowledge Over Pedagogy

Non-traditionally certified educators, particularly those entering from the business world, often have strong content expertise in their subject area. While this is a tremendous asset, traditional programs place equal emphasis on pedagogy—the art and science of teaching (Darling-Hammond & Bransford, 2005). Without this balance, new educators may struggle to translate their knowledge into effective teaching practices that resonate with high school students.

To address this, focus on enhancing your pedagogical skills by participating in teaching workshops or engaging with experienced peers who can share best practices. Understanding how to make complex business concepts accessible to students is key to your success in the classroom.

5. Assessment and Evaluation Techniques

Traditional teacher preparation programs include thorough training on assessment strategies, teaching educators how to measure student learning, provide constructive feedback, and adjust instruction accordingly (Darling-Hammond & Bransford, 2005). In non-traditional certification programs, the focus is often more on subject matter expertise, and less time is spent on learning diverse methods of assessment (Feiman-Nemser, 2001).

To close this gap, familiarize yourself with formative and summative assessment techniques. Assessments should go beyond tests and quizzes to include projects, discussions, and other methods that encourage critical thinking. Continuous learning in this area will enable you to track student progress more effectively and ensure that your teaching is aligned with learning goals.

Conclusion

For high school business educators who have become certified through non-traditional or alternative means, understanding these top five differences is key to a successful teaching career. While you bring invaluable industry knowledge to the classroom, addressing potential gaps in classroom management, pedagogy, hands-on teaching experience, and assessment will ensure you can translate that knowledge into meaningful learning experiences for students. By engaging in ongoing professional development and seeking mentorship, you can effectively bridge these gaps and thrive in your new role as an educator.

References:

1. Feiman-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), 1013-1055.

2. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass.

When I talk to other adults and tell them that I teach Personal Finance, they all tell me they wish they would have had the chance to take the class in school. Most adults feel like they would have been able to avoid some of the financial mistakes they have made, and I have the same sentiments on the subject matter. According to the 2024 Survey of the States from the Council for Economic Education, 88% of adults in the United States agreed their state should require a mandatory Personal Finance course to graduate. Eight in ten adults wish they would have been required to take at least one semester of Personal Finance before they graduated high school.

The good news is that the requirement to have Personal Finance is trending in the right direction. According to the National Endowment for Financial Education, 26 states require a mandatory standalone Personal Finance course to graduate high school. This means that state lawmakers and legislation are headed in the right direction, but it is still only 52% of the country, which means there is a lot of work to be done trying to get other states to create required standalone Personal Finance courses. You can track bills introduced in each state and see their progress using Next Gen Personal Finance’s bill tracker. Next Gen Personal Finance is a non-profit organization that advocates for financial literacy and helps transform the Personal Finance classroom through the curriculum and development of educators nationwide and beyond. Next Gen Personal Finance’s Mission 2030 is an effort to guarantee a Personal Finance course for at least a semester for all students in all states by the year 2030. The organization will even give tools to advocates seeking to change their school, district, or state through their advocacy toolkit.      

As a veteran Personal Finance teacher, I tell all my students that my class is the most important class they will ever take. I truly believe that statement because students can transform their lives and the lives of future generations and even change their family trees through the information presented and the knowledge gained. I never had the opportunity or access to a Personal Finance course throughout my journey in education. I made many mistakes in high school, college, and as a young adult that could have been avoided if I had had the proper knowledge in middle school and high school. I learned various lessons about finance through the mistakes I made, but it does not have to be that way for everyone. Students in the education system today do not have to take a negative path when learning about finance. They can get all of the information they need in a Personal Finance class, absorb it, and put it into practice to become individuals who are successful with money. All students in the United States deserve access and a guarantee to become financially literate through a Personal Finance course.

Links to multimedia:

2024 Survey of the States https://www.councilforeconed.org/policy-advocacy/survey-of-the-states/

National Endowment for Financial Education https://www.nefe.org/news/2024/08/respect-legislative-intent-with-youth-financial-education-requirements.aspx

Next Gen Personal Finance Advocacy Toolkit https://www.ngpf.org/advocacy-toolkit/

Next Gen Personal Finance Bill Tracker https://www.ngpf.org/bill-tracker/

The intended audience for this article is K-12 classroom teachers, administrators, advocates of Financial Literacy, and state lawmakers in charge of education policy.

Biography

Dr. Wally T. Luckeydoo is an award-winning educator located in Nashville, TN. He is the recipient of the 2024 Educator of the Year award for Tennessee Jump$tart. He advocates for Educational Technology and Financial Literacy. He is a veteran High School Personal Finance Teacher who regularly facilitates professional development and is passionate about helping students become the best versions of themselves.

Connect with Wally: @drluckeydoo 

About the author

Joe McClary is a former business education teacher and is executive director of NBEA.

1. Leave a Lasting Legacy: Including NBEA in your estate plan allows you to create a legacy that reflects your lifelong dedication to business education. Your gift can be directed towards initiatives that were close to your heart during your career—whether that’s through scholarships, supporting professional development for educators, or funding innovative programs that advance business education.
   
   
2. Support Future Educators and Students: Your contribution can provide essential resources for the next generation of business educators and students. By establishing a scholarship in your name, you can help aspiring business teachers achieve their dreams, ensuring that quality education continues to thrive.
   
   
3. Promote Strategic Giving: Estate planning offers you the opportunity to make a strategic gift that aligns with your values. Whether you choose to leave a portion of your estate to NBEA, create a trust, or explore other giving options, you can make a significant difference in the future of business education.
   
   
4. Tax Deductible Contributions: As a 501(c)(3) organization, NBEA ensures that your gifts are tax deductible to the fullest extent allowed by law. This means that not only will your contribution make a lasting impact, but it can also provide potential tax benefits for you and your estate.
   
   
5. Personal Fulfillment: Knowing that your legacy will continue to inspire and support others can bring a deep sense of fulfillment. Your thoughtful planning today can ensure that the causes you care about most will continue to flourish long after you’re gone.
   
   

How to Get Started

Estate planning is a deeply personal decision, and NBEA is here to help you explore the options that best align with your goals and values. Whether you're interested in setting up a scholarship, contributing to a specific program, or making a general bequest, NBEA can work with you and your financial advisors to ensure that your legacy is honored in the way you envision.

By including NBEA in your estate planning, you’re not just giving back; you’re investing in the future. Your gift will ensure that the principles of business education that you’ve championed throughout your career will continue to be taught, learned, and valued by future generations.

Strengthen Your Legacy

You have spent a lifetime in business education—now is the time to strengthen your legacy. Consider making a lasting impact through strategic giving to NBEA. Together, we can ensure that your passion for education lives on, empowering future educators and students to thrive in the world of business.

For more information on how to include NBEA in your estate planning, please contact our office. We would be honored to help you create a legacy that reflects your lifelong commitment to business education.

Business teachers can bring management to life with unit-opener case studies that present real workplace challenges. This aspect is critical for students as they envision themselves in positions of management. Students explore administration, business, and management roles that interest them, increasing their potential for landing a rewarding and enjoyable career. This connection between management theory and application is further expressed through engaging animations that include assessments to reinforce concepts.

Portfolios are a key feature of career exploration, allowing students to display their skills and experience, but also to show professional growth and highlight specific features of their personal career aspirations. Throughout, students will develop their own personal portfolio, with key features of their growth in management and administration roles. Portfolio development guidance allows for personal and professional use when students explore volunteer, education and training, and career opportunities. At the end of the course, students will have built a complete portfolio to support their job search that includes recommendation letters, writing samples, certificates, and more, as evidence of their abilities.

Feeling confident and motivated in their ability to build a career, students will be able to articulate functional, transferable, and soft skills they’ve learned throughout a management course with Principles of Management. Students will develop foundational skills and clear career plans as they work to achieve their career goals immediately after high school and set higher goals for the future.

NBEA newsletter subscribers can use Promo Code NBEA24POM at www.g-w.com/preview to receive a free digital preview

G-W Publishers is an NBEA Associate Member. For more information on how you can share your information with educators, view our associate membership options.

While NBEA needs every dues paying member so we can meet our obligations to our members, we understand not everyone can afford dues.  That is why we are commited to making a limited number of free membership available to those who need it. Our philosophy that anything worth having doesn't usually come free, so we ask for something simple to add value to NBEA through your participation. Here are some ways to earn a free membership:

• Partner with NBEA to deliver a 45-minute professional development webinar for your peers. Submit your proposal.
• First-year teachers get a free membership if they attend one of our "New Teacher's Survival Guide" Events. There are always approximately two of these events on the schedule at any time.
• Join the Community.NBEA.org and participate in interactions and sharing. Promotions, scholarships, freebies, and more are posted here regularly. Joining the community doesn't guarantee a free membership but NBEA regularly extends promotions for potential members.
  

Like any other business or household, NBEA depends on dues paying members to support the work of the association.  But, we don't want that to be the sole hurdle for joining.

To further our commitment to openness, we are excited to invite you to the "Behind the Scenes at NBEA - A Networking Event." This gathering will offer a unique opportunity to connect with peers, engage in meaningful dialogue with fellow business educators, and gain an in-depth understanding of our financial operations, membership statistics, and more.

The landscape of education associations is notably challenging. Over the years, NBEA, like many other associations, has experienced fluctuations in membership. From a peak of nearly 15,000 members three decades ago to a current membership of 2,230 full members, the shift has been significant. Moreover, we have over 16,500 guests who maintain a connection with our association. This trend of decline is not unique to business educators but is evident across numerous educational groups.

After extensive research over four years, I've identified several factors contributing to this change. These include a broader societal shift away from altruism, the overwhelming availability of alternative educational resources online, and a general lack of coordinated effort among some state organizations to align with national strategies and provide a unique, non-competing value proposition. In response, NBEA has substantially progressed in restructuring our regions to foster a more unified and effective business education ecosystem. All but one NBEA region has restructured its governance to serve its educators better. This is an exciting and positive change.

NBEA is indeed charting a path toward a more collaborative and impactful future. However, there is still work to be done, and we need your involvement to continue making strides. How can you strengthen NBEA and set a standard for other educational associations?

1. Join us and support your association through your membership dues.
2. Actively participate in our events and initiatives.
3. Utilize the association as a platform to refine your leadership skills.
4. Patronize our sponsors. This newsletter includes ads from vendors who want to inform you about their products. Even if you aren't in a market to buy, take a few moments to click and learn. This tells our vendors that NBEA is a valued resource for exposing their products and services. They, in turn, invest back in you with their financial support.
5. Provide feedback on how NBEA can offer you and your fellow educators unique value.

In summary, while NBEA is proud of our achievements and the steps we've taken toward enhancing our organization, we acknowledge the challenges ahead and our members' critical role in our success. We can build a stronger, more effective NBEA together through your active participation and continued support.

Great teachers have a sixth sense of what is working instructional with students. For example, a teacher is offering lecture instruction on the accounting equation and can feel in their gut an uneasy feeling that students aren’t getting it or are uninterested, although some are learning (low-leverage). So the teacher decides to put the students into groups, asks them to come up with their own business idea, and they begin itemizing expenses and revenues they might experience in their business.  Students engage and seem more interested and certainly learn more (high-leverage).  These HLTP practices, grounded in extensive research, offer educators effective strategies to optimize teaching and learning experiences.

 Understanding High-Leverage Teaching Practices

HLTPs are teaching methods identified through research as highly effective in improving student learning. They are considered "high-leverage" due to their substantial impact on student engagement and achievement across various subjects and grade levels.

 Key High-Leverage Teaching Practices

Research highlights several core HLTPs, including:

1. Explicit Instruction: This involves breaking down learning tasks, setting clear, measurable objectives, providing opportunities for student response, and delivering immediate feedback. Explicit instruction is particularly effective in teaching students with disabilities, enhancing skills across many domains, and fostering strategic thinking (American Federation of Teachers).

2. Providing High-Quality Feedback: Constructive feedback guides students' learning and behavior, helping them understand their progress and areas for improvement.

3. Teaching Social Behaviors and Cognitive Strategies: This includes strategies to support learning and independence, promoting active student engagement, and using assistive technologies.

4. Scaffolded Supports and Flexible Grouping: These strategies adapt to individual learning needs, providing varying levels of support and flexible group arrangements to facilitate learning.

 The Impact of HLTPs on Education

HLTPs have been shown to yield positive outcomes in various educational settings. Teachers report enhanced student engagement, higher achievement levels, and more efficient classroom time utilization. These practices enable educators to be more responsive to students' needs, fostering a dynamic learning environment.

 Implementing HLTPs

Successfully integrating HLTPs into classrooms requires a shift in teaching approaches and mindset. Professional development is essential for educators to adopt these practices effectively. Collaboration among educators to share best practices is also crucial in this process.

 HLTPs in Special and General Education

HLTPs are applicable in both special and general education. They can be adapted in intensity and focus depending on the students' needs, making them versatile tools in diverse educational settings (Reading Rockets).

 Evidence-Based Practices and HLTPs

Evidence-Based Practices (EBPs) for special education, which are instructional strategies backed by research and professional expertise, align closely with HLTPs. Together, they form a powerful combination for addressing the needs of all students, particularly those with disabilities. Implementing HLTPs alongside EBPs within a Multi-Tiered System of Supports (MTSS) framework has shown promise in increasing student success (High-Leverage Practices Writing Team).

 Conclusion

High-Leverage Teaching Practices offer a research-backed pathway to more effective and engaging teaching and learning experiences. By focusing on these practices, educators can create a learning environment that is both inclusive and effective, leading to improved educational outcomes for students across various learning spectrums. The trick is for teachers to always be looking for a more effective way to engage their students and increase the leverage of the opportunity to have with each of them.

 References

American Federation of Teachers. (n.d.). High-Leverage Practices. Retrieved from [www.aft.org](https://www.aft.org)

High-Leverage Practices Writing Team. (n.d.). High-Leverage Practices and Evidence-Based Practices: A Promising Pair. Retrieved from [highleveragepractices.org](https://highleveragepractices.org)

Reading Rockets. (2015). High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners. Retrieved from [www.readingrockets.org](https://www.readingrockets.org)

Understanding Interleaving in Business Education

Interleaving, as opposed to traditional block learning, involves mixing different topics or types of practice during the learning process. For instance, in a business education course, rather than dedicating several consecutive classes to marketing and then moving on to finance, interleaving would involve alternating between these subjects within the same week or even the same class.

Benefits of Interleaving in Business Education

1. Enhanced Cognitive Skills: Interleaving forces students to continually switch gears and apply different analytical approaches, thereby improving cognitive agility.
2. Better Problem-Solving Abilities: It helps students differentiate between various business scenarios and apply appropriate strategies, thus enhancing problem-solving skills.
3. Real-World Application: In the business world, challenges and situations do not occur in isolation. Interleaving prepares students for real-world complexities where multifaceted knowledge application is necessary.
4. Improved Retention: This method helps in better retention of concepts as it encourages the brain to actively recall and apply different business principles and theories.

Implementing Interleaving in a Business Education Course

1. Curriculum Design: Plan the syllabus to cycle through different business topics such as marketing, finance, human resources, and operations, ensuring a blend in each module.
2. Diverse Homework Assignments: Assign homework that includes problems or case studies from various business areas, not just the topic covered that day.
3. Integrated Assessments: Create tests and projects that require students to apply a range of business concepts and skills, mimicking the multifaceted nature of business challenges.
4. Balance in Teaching Methods: While interleaving is beneficial, it should be balanced with blocked practice, especially for complex or new topics that may require more focused attention initially.

Example: Interleaving in a Business Education Course

Imagine a week in a business education class where the teacher interleaves topics. On Monday, the focus might be on marketing strategies. Tuesday could switch to financial analysis. Wednesday might revisit marketing, but this time in the context of budgeting for marketing campaigns, integrating the previous day's financial lessons. Thursday could introduce human resource management, and Friday could involve a case study that requires students to apply all three areas - marketing, finance, and HR - in a holistic business scenario.

Challenges and Considerations

• Adjustment Period: Students might initially find this method challenging as it can be more demanding than focusing on one subject at a time.
• Educator Readiness: Teachers may need to adapt their teaching styles and strategies to effectively implement interleaving.
• Content Suitability: Some business topics may be more suited to interleaving than others. It’s essential to identify which topics can be effectively interwoven.

Conclusion

Interleaving in business education offers a dynamic and realistic approach to learning. By thoughtfully incorporating this strategy, teachers can enhance their students' ability to think critically, solve problems, and apply a wide range of business concepts in real-life scenarios. While there are challenges to its implementation, the potential benefits for student learning and engagement make interleaving a valuable tool in the modern educational landscape.

More more check out this video on interleaving.

Start with the basics: Begin by introducing the fundamental features of Microsoft Word, such as creating, opening, and saving documents, as well as navigating the interface. Beginning with the basics leverages the educational theory of scaffolding.  Start with the skills students will stand on every day after that lesson.

Provide hands-on practice: Encourage students to actively engage with Word by assigning practical exercises or projects that require them to use various features and tools. Don't be afraid to let you student experiment. Perhaps have a "find your own feature" day where students find s new feature they aren't familiar with and experiment with it. I liked to show students how to build a table of contents automatically based on header styles. It would save them a lot of time when writing other papers. 

Break it down: When teaching more complex features, break them down into step-by-step instructions, demonstrating each step clearly and encouraging students to follow along. Again, this deploys scaffolding in your presentation and don't forget to ask the student to demonstrate what they have learned before you keep presenting new content. Be cautious of automated teaching systems.  Often, they will teach a skill that is so isolated, that the student doesn't understand the context of the tool they are working with. You can fill that gap in your instruction.

Utilize templates: Showcase the pre-designed templates available in Word and explain how they can save time and effort for creating professional-looking documents. Templates can show students what is possible in Word.  So instead of explaining what word can do, they can open a template and see for themselves. Don't forget to explain to student concept of professional formatting.  Word doesn't do a great job telling students how to format a block style letter. Format is important in the business world, and implementing it correctly still escapes computer applications like Word.

Focus on formatting: Teach students how to format text, paragraphs, and pages effectively, including font styles, sizes, alignments, line spacing, margins, and indentation.

Explore styles and themes: Introduce students to Word's built-in styles and themes, which can help maintain consistency and enhance the visual appeal of documents.

Teach collaboration features: Highlight the collaborative capabilities of Word, such as real-time co-authoring, comments, and track changes, to enable students to work together on documents. Having student work on the same document live is fun and a great business skill. 

Demonstrate productivity shortcuts: Share time-saving shortcuts like keyboard combinations for common tasks, using the Quick Access Toolbar, and customizing the Ribbon interface.

Show advanced features: Introduce advanced features gradually, such as tables, images, headers and footers, footnotes, citations, and automatic table of contents. Don't be afraid to expose more advanced features before basic ones.  The educational theory of interleaving applies here. Of course, use your judgement. However, in many cases with great students, exposing them to advanced features could pay benefits for them later. You can read more interleaving here.

Practice troubleshooting: Encourage students to explore common issues they may encounter while using Word and teach them how to troubleshoot problems, such as document corruption or formatting inconsistencies. I have always found troubleshooting paragraph spacing is something that escapes many.  Some time spent on fixing bad paragraph spacing with "show codes" can save you and them a lot of time sharpening their work products.

Remember to adapt these tips provide ample opportunities for students to ask questions which will enhance their learning experience with Microsoft Word.

As technology continues to become more ubiquitous in our lives, it’s becoming increasingly challenging for teachers to maintain the attention of their students in the classroom. With smartphones, laptops, and tablets at their fingertips, it’s easy for students to get distracted by the allure of social media, messaging apps, and other digital distractions. However, there are steps that high school and college teachers can take to reduce digital distractions in the classroom and create a more productive learning environment.
1. Establish clear rules and expectations
One of the most effective ways to reduce digital distractions in the classroom is to establish clear rules and expectations. At the beginning of the semester, take some time to discuss your expectations with your students. Let them know that you expect them to be fully engaged in class and that the use of electronic devices should be limited to class-related activities only. Consider creating a contract or agreement that outlines your rules and expectations and have your students sign it.
2. Make use of technology
While technology can be a source of distraction, it can also be a useful tool for keeping students engaged in the classroom. Consider using interactive apps or websites that can help students stay focused and engaged during class. For example, you can use polling software to get real-time feedback from students, or you can use educational games or simulations to help reinforce important concepts.
3. Encourage active learning
Active learning is a teaching method that encourages students to be more engaged and involved in the learning process. By incorporating activities such as group discussions, role-playing exercises, or hands-on projects, you can create a more dynamic and engaging classroom environment that can help reduce digital distractions.
4. Create a device-free zone
Another effective way to reduce digital distractions in the classroom is to create a device-free zone. Designate an area of the classroom where electronic devices are not allowed, such as the front row or a specific section of the classroom. This can help students who are easily distracted by their devices stay focused and engaged in class.
5. Be an engaging and dynamic teacher
Ultimately, the most effective way to reduce digital distractions in the classroom is to be an engaging and dynamic teacher. Create a classroom environment that is welcoming and inclusive, and use a variety of teaching methods to keep students engaged and interested. By being an active and involved teacher, you can help reduce digital distractions and create a more productive learning environment for your students.

In conclusion, reducing digital distractions in the classroom requires a multifaceted approach that involves establishing clear rules and expectations, using technology effectively, encouraging active learning, creating a device-free zone, and being an engaging and dynamic teacher. By implementing these strategies, high school and college teachers can create a more productive and engaging classroom environment that fosters learning and helps students stay focused and engaged.

1. Expand Online Learning Offerings

The pandemic has made online learning a necessity, and students have shown that they prefer its flexibility and convenience. As such, one of the best ways for institutions to increase enrollment is by expanding their online course offerings.

Colleges and universities should work to create robust online degree programs and courses that cater to the diverse needs of students. Institutions should also invest in technology and infrastructure to support remote learning. This includes providing students access to high-quality learning management systems, video conferencing software, and other digital tools.

Consider this research if your institution is still second-guessing whether online learning can be effective. Over the years, research has shown that online learning can be just as effective as classroom-based learning. Here are some studies that support that online education can be as effective as onsite learning:

• A 2019 meta-analysis published in the journal Educational Research Review analyzed 58 studies that compared online and face-to-face learning. The researchers found no significant difference in learning outcomes between the two modes of delivery.
• A 2018 study published in the International Journal of Educational Technology in Higher Education compared students’ learning outcomes in an online course with those in a traditional face-to-face course. The study found no significant difference in learning outcomes between the two groups of students.
• A 2017 report published by the National Education Policy Center concluded that "blended" or hybrid courses (which combine online and face-to-face learning) can be just as effective as traditional classroom-based courses.

2. Prioritize Student Success

Students are the lifeblood of any institution, and it's important to prioritize their success. Institutions that invest in student success are more likely to build a loyal student base and attract new students through positive word-of-mouth.

One way to promote student success is by offering academic support services such as tutoring, writing centers, and academic coaching. Institutions should also provide students with access to career counseling, internships, and other professional development opportunities that can help them succeed in the job market.

Moreover, institutions should prioritize mental health and wellness services for students. The pandemic has taken a toll on students’ mental health, and institutions that provide vital mental health services are more likely to attract and retain students.

3. Offer Personalized Learning Experiences

Students today expect a personalized learning experience catering to their needs and preferences. Institutions that offer personalized learning experiences are more likely to attract and retain students.

Personalized learning experiences may include customized academic plans, flexible course schedules, and the ability to choose from various course formats (in-person, online, hybrid). Additionally, institutions may offer personalized learning pathways that allow students to earn degrees or certificates in a shorter amount of time by recognizing prior learning and work experience.

Investing in learning analytics and other data-driven technologies can help institutions personalize the learning experience for students. For example, institutions may use data analytics to identify at-risk students and provide targeted support to help them succeed.

4. Build Strong Industry Partnerships

Building strong partnerships with local industries is an effective way for institutions to increase enrollment and maintain a competitive edge, especially for business programs.  By partnering with businesses and organizations, institutions can demonstrate their commitment to the community and create opportunities for students to engage in meaningful service projects and internships.

Community partnerships may also provide opportunities for institutions to offer specialized programs and courses that meet the needs of local industries. This may include certificate programs in healthcare, technology, or other high-demand fields.

Furthermore, community partnerships may provide opportunities for institutions to attract non-traditional students, such as working adults and military personnel looking for an education tailored to their needs.

5. Offer Affordable Education

Higher education costs are a significant concern for many students and their families. Institutions that offer affordable education are more likely to attract and retain students.

One way to offer affordable education is by investing and curating open educational resources (OERs) and other digital resources that can be accessed at little or no cost. Additionally, institutions can work to reduce the cost of textbooks and other materials by partnering with publishers to offer digital versions or by creating their own online resources.

Institutions can also offer financial aid and scholarships to students who need it. By making education more affordable and accessible, institutions can attract a broader range of students who may not have considered higher education otherwise.

In conclusion, colleges and universities that employ these five ideas are more likely to increase enrollment and maintain a competitive edge in the new world of remote learning. By expanding their online offerings, prioritizing student success, offering personalized learning experiences, building strong industry partnerships, and offering affordable education, institutions can create a supportive and engaging learning environment that meets the evolving needs of students. The pandemic has brought about many changes to higher education, but institutions can thrive in the post-pandemic world by adapting and innovating.

Author
Joe McClary, Executive Director of the National Business Education Association

NBEA President’s Message

Dr. DeLayne Havlovic, Ed.D.

NBEA President

Fall 2022

As your NBEA President for 2022-2023, I look forward to supporting our organization. Being an educators comes with the understanding that every element of our work comes with the foundation of continuous improvement.

In the past year as I prepared to serve as NBEA’s President for 2022-2023, I realized NBEA needed to dig deeper into some of the adaptive challenges that have presented themselves to similar professional associations since COVID protocols changed how we learn and grow as educators. Last year’s NBEA Strategic Planning Committee set goals to focus on enhancing professional development. To accomplish this goal, we will continue to host content-rich and engaging conventions every year but will also focus on online resources like webinars and the addition of an online community.

Second, the NBEA Strategic Plan Committee established the need to think adaptively about membership recruitment, retainment, and engagement. Our regions serve a valuable purpose to our members by providing them an opportunity to connect, share, and network. NBEA is focused on providing regions the opportunity to restructure so that regions do not have to carry the same risk of hosting conferences while still providing members the opportunity to connect in a more direct setting. One such example will be our Eastern Region Symposium to be hosted in White Plains, New York in October.

NBEA will continue to enhance working directly with state associations and the members they serve. Providing state associations a through-line to NBEA benefits, resources, and networking opportunities will ensure members can grow stronger together as a national association rather than as individuals.

Leadership boards from regions have the opportunity to consider what the most current and relevant needs are for the states they serve. Your NBEA Leadership is here to meet your team where you are and to help find opportunities for members in all states to be engaged in the business education ecosystem. 

• Preparing the next generation's workforce.
• Helping students think entrepreneurially so they can run a business and change people's lives.
• Teaching students to invest their money and delay gratification along with other critical executive functions.
• Giving students an encouraging word when they need it most.
• Inspiring the next generation how to market their business ethically.
• Instructing students to program the next generation of e-commerce applications so we can all use websites that enrich our lives.
• Often earning less money so you can achieve a higher purpose
• Modeling successful behavior for students who are facing enormous challenges.
• Accommodating and able to be flexible in the most stressful circumstances.
• Staying current and knowledgeable on numerous content topics that are constantly changing.

Have another reason to be thankful for business educators? Add it in the comments box below.

Attendees will Save Between $75 and $125 Per Test

Technology is a Pain.  Except When It Isn't!
Layton, Utah

TheMarketingTeacher, a leader in providing digital resources for marketing and business teachers, has released Digital Business Technology 101.  This web-based resource helps bring technology into the hands of students while providing teachers with a variety of ways to assess learning. Suitable for an entire course or as a means of enhancing current teaching methods and materials, Digital Business Technology 101 fills a void in exposing students to technology beyond MOS and Google.

Digital Business Technology 101 is a dynamic resource that will evolve as new software, sites, and tools enter the market. Technology is often an effective way of integrating creativity, problem-solving, and fun into the classroom. Digital Business Technology 101 provides everything you and your students need to use tech tools effectively.

While using technology, students will:

• Learn to edit media (images, video, and audio)
• Build a website (no code needed)
• Work on shared documents and projects
• Develop a personal brand
• Harness the power of Chrome extensions
• Discover the effective use of Email
• Experiment with cloud-based tools
• Make use of a visual bookmarking tool
• Create and launch a podcast
• Design, create and use QR codes
• Explore business-related career opportunities
• Investigate international business cultures
• and more

TheMarketingTeacher is a leading source of digital resources for business and marketing teachers.  Established in 2000, TheMarketingTeacher has published several WebBooks, including bestsellers Marketing Gets Digital, Sports . . .  More Than Just the Score, and MarketingNOW.

Contact: TheMarketingTeacher.com, ReachMe@TheMarketingTeacher or 801.540.0977.

Crunched Education is an NBEA Associate Member

Her first teaching position was in Stromsburg, Nebraska (Swede Capital of Nebraska) where she taught business education and French. She joined the National Business Education Association during this time and has been a member since then.  She then taught business in Lincoln, Nebraska and completed the master’s degree majoring in business education at the University of Nebraska Lincoln, and Dr. Gordon Culver, former NBEA president, was her mentor.

She joined the business teacher education faculty at Southern Illinois University Carbondale in 1970, completed the doctoral degree, and became coordinator of SIU’s Business Education Program.  NBEA was always the foundation organization that guided her preparation of future business teachers and her personal professional direction—course requirements included NBEA student membership. She rarely missed attending a national NBEA Convention and served in a variety of NBEA leadership roles including Chair of the National Policies Commission for Business and Economic Education and Delta Pi Epsilon National President.

Dr. Anderson was recipient of several awards during her career: SIU-C Alumni Association Great Teacher Award, 1981; University Teacher of the Year Award, National Business Education Association, 1995; Outstanding Teacher Award, Illinois Vocational Association, 1980 – 1981; John Robert Gregg Award, Highest National Recognition in Business Education, 2004.

In her spare time, she enjoys time with her daughter and her family, church work, volunteering, gardening, gourmet cooking, travel, and attending the NBEA national NBEA Convention to visit former colleagues and friends.

There are two layers to this video. One layer is the content and merit of the discussion. The other layer is how the teacher handled the situation, which is the layer we want to examine to avoid making some of the same mistakes. 

Here are a couple of observations after watching the video.

1. The students in the video love that the teacher is losing control. They got the teacher where they want her, lashing out and making a scene. Nothing satisfies some students like pushing the teacher to the edge and watching the sweetest of all rewards, seeing them flail. Don’t give students the pleasure of seeing you squirm. We must maintain control of our words and emotions.
   
   
2. The teacher in the video is venting personal feelings that are probably irrelevant to the course. Teachers should be self-aware and avoid venting to students. It is easy to become frustrated about something in life, then vent on those issues to your students. Under no circumstances vent to other students about: other students, other teachers, or the administration. If you do, don’t be surprised if you get bit.
   
   
3. It appears that the teacher in the video is speaking to the students more as peers than students. That is a big mistake. Teachers can certainly be friendly, but a healthy wall needs to be between the student and the teacher. That wall needs to be in place. Younger teachers should especially be conscience of the wall as they are closer to their students' age and social dynamics will infer they can friends with you.
   
   
4. Avoid challenging parents via the students. Why? Parents might show up and give you more hassle (due or undue) than you ever anticipated. If you challenge parents through students, the student also gets to communicate a potentially slanted and one-sided narrative first. One strategy I used successfully over and over in the classroom is that when I had the least amount of trouble with a student, I called home to report the issue along with the good things about the student. Those calls encouraged the parents and let them know what was happening in class, which didn't allow the student to change a truthful narrative about the negative. Essentially, I got to the parent before the student did and ensured the truth was known. By the way, I never had a negative situation in a call with a parent when I coupled something good about the student’s performance.

Finally, remember that teaching in 2021 requires we understand that anything we say or do may be recorded. It doesn't matter about school policy or whether our students are supposed to record. It will happen. Just prepare for it, and don't ever say anything to a student you wouldn't want on CNN or Fox News.

2020 was a challenging year. The unexpected loss of loved ones from COVID-19 to increasing unemployment and inability to recognize how the future will unfold has affected everyone, including NBEA. 

A recent study[1] revealed 94.7% of nonprofit organizations, like NBEA, experienced an average loss of 23% of their members mainly due to the impacts of COVID-19. In the past year, NBEA was not immune to the effects of COVID-19 and lost approximately 20% of its professional members. This reduction comes despite increased communications, improved services, advanced networking, better professional development, increased committee opportunities, better access to resources, and much more. NBEA's 2021-2022 budget shows an expected deficit after numerous and deep cuts.  However, in the past year, NBEA has made significant strides toward strengthening the association.  NBEA needs our members' collective support to help fulfill the mission to "empower educators to achieve excellence in business education."

Our Executive Board has had to make difficult choices to lead effectively and is working diligently to identify new ways to improve NBEA and become indispensable to its members. As we continue our way forward, NBEA's executive officers and Board are committed to the following:

1. Making the status of your association as transparent as possible. NBEA's Members Only page on the website reveals our financial statements and reports available going back years. Also, our Affiliate Information Page contains updated monthly state and regional membership counts. Members can examine these reports to see a history of NBEA's performance, including revenue and expenses. Every future newsletter will report on NBEA's membership numbers, so you know how your association manages through one of the most tumultuous times in our history. NBEA needs approximately 3,400 members to maintain a balanced budget and move the association ahead toward new initiatives and member benefits. NBEA has about 2,400 members at this writing.
   
   
2. Using the association's resources wisely. NBEA has made substantial progress in making the association more efficient by adopting improved technology, downsizing office space, reducing staff, providing alternatives to expensive printing, substantially reducing association travel expenses, and more. Even with $379,000 in reductions from staff and operational reorganization this year, the anticipated budget deficit for 2021-2022 is $100,000.
   
   
3. Providing members with clarity on the future work and initiatives of the association. NBEA is your association. Collectively, we represent business educators across North America and some across the globe. You deserve to know where NBEA is going strategically. NBEA's Board at will be addressing some of the following issues:
   1. Ways NBEA can better advocate for business education.
   2. Ways NBEA can provide educators with new convenient resources they need without competing with larger, more well-equipped publishers.
   3. Improving the relevance and effectiveness of the national, regional, and state model for business education associations.

We are working with our members to forge a strong vision for how NBEA continues its evolution toward being the indispensable association for business educators.

Are you excited about the future? Will you join us in making your association more robust and more effective?  You can tangibly show your support by joining or renewing now.  (http://nbea.org/join  or http://nbea.org/renew).  You can also give us your feedback on what you would like to see at NBEA. Every submission is read and considered carefully.

With kindest regards,

[1] https://tasio.co/wp-content/uploads/2020/10/The-Association-Retention-Playbook.pdf

Learn By Doing: using simulations to help students learn better.

“NBEA has been one of our most effective conferences in terms of connecting us with instructors who are passionate and creative about teaching business,” says Tim Sams, Director of Marketing at Interpretive Simulations. “It’s the primary reason we decided to join because the interests of NBEA are our interests and we’ve found both the members, as well as the organization staff, extremely professional and eager to work with us.”

Interpretive Simulations has been developing and publishing business simulations since 1986. They have eleven simulations, typically used in marketing, management, or strategy classes (from intro to capstone classes). For students, the experience provides the connection between “concept” and “practice”, which is a vital component for any business student.

“Students learn best when they get a chance to apply the business principles they’re learning in your class to an actual scenario or situation,” says Sams, who has been with the company since 2010.

Instructors typically “adopt” a simulation, similar to the way they would adopt a textbook. Students then purchase the simulation and have a set of deadlines to make decisions over the course of the term. The simulation scenario sets them up in the role of manager, director, or in some cases the management team of a business with a particular challenge.

But before they adopt a simulation for their course, Interpretive provides ample opportunity for instructors to see the simulation in action. Each instructor is assigned a Customer Relationship Manager who plays an important role in answering the instructor’s questions about the simulation. “We’re happy to do walkthroughs of the simulation with instructors to help them see for themselves how the simulation will help them teach their class,” Sams said. Instructors are encouraged to play the simulation in advance, even before they adopt, to see how it works for them.

It’s not just a simulation though—along with the simulation come assignments and additional learning materials that the instructor can use to help students understand the material more deeply. The simulation and resources together have become a vital resource for the thousands of instructors from around the world who use Interpretive each year.

Most of Interpretive’s simulations come with helpful videos and easy access materials to help students get started. They also provide abundant instructor resources to help them integrate it into their class.

Interpretive also provides complete coverage for students’ questions or need for technical support. The instructor won’t need to address technical questions, login problems, etc. Interpretive’s support staff also answers general questions about the simulation—though they don’t tell what decisions to make!

In the end, students rave about the experience. “I had a group of MBA students from UVA tell me once that the experience with our simulation was the pinnacle of their experience in grad school,” says Sams.

Expect to see Interpretive around at NBEA, because they’re passionate and eager to help instructors do what they do best.

Find out more about Interpretive Simulations at interpretive.com

Rubin is a leading provider of online curriculum for business communication skills. 

Some may disagree with this stance. And considering that the demand for MBA degrees continues to remain high (as illustrated by the New York Times article “Bank Crisis Shifts Demand for M.B.A.'s ” and the Graduate Management Admission Council’s own records “Total GMAT Tests Taken by Testing Year” [note: these references will be replaced with more recent data]), it does appear that employers do value these graduates. So, could it be that the conventional MBA program has become more of a recruiting tool that supplies employers with strong employees rather than future managers? Hard to tell.

On the Harvard Business Review blog, in early 2009, several thinkers discussed problems and potential solutions on the forum “How to Fix Business Schools ,” followed later by more posts on the same theme [note: this reference will be updated with more recent data]. Things are moving, nonetheless. Most schools seem to be hard at work refining their MBA programs by either tweaking their respective curriculums or their approaches to teaching, or both. A group of Harvard Business School faculty has even documented some of these developments in their 2010 book “ Rethinking the MBA: Business Education at a Crossroads .”

Unfortunately, the biggest problem, as it was articulated by Prof. Mintzberg (you can’t create managers in the classroom), is inherent to the conventional MBA program. In general, a lower graduating age means more time available to advance up the corporate ladder, which further means an increased probability of a successful business career. In addition, an increased number of success stories means a larger applicant pool (which also tends to push the average age lower, where managerial experience is low). And so, as long as schools can show some sort of causality between the MBA degree and a successful career, this cycle becomes self-reinforcing.

The advent of the Internet has made this causal relationship increasingly elusive. Not only that the knowledge taught in school has a lower value due to its widespread availability, but the limitations of our general understanding of how businesses work is becoming more apparent. And this, as one of the main drivers behind the value proposition of the conventional MBA program, will prevent the current revamping efforts undertaken by many schools from having any meaningful impact. A true overhaul will only occur when the business management body of knowledge successfully makes a significant leap forward.

However, as we wait for a new theory that would allow us to integrate currently disparate concepts and generate a more realistic business big picture, there is one easy and powerful solution for the MBA program: introduce a mandatory class of history of business and economic thought.

In spite of the underlying implication of the word “history,” this class should be more about thought and historical circumstances, than about the completeness of the record. If developed and implemented in harmony with the rest of the program, the “history” class could have a significant impact on three dimensions. First, it would help students acquire not only a dynamic perspective of the business world, but also a better understanding of how various concepts are related or fit together. Second, the class would provide a platform that would “nudge” students into thinking critically about existing concepts, and further into creating their own. Lastly, the new capability of providing students with the more advanced skill of understanding the big picture could be a significant source of competitive advantage for any MBA program. ◻︎

Cristian Mitreanu
Founder and Lead Researcher
Ofmos Universe

* * *

Please note that this essay has been previously published on the author’s blogs (https://www.cristianmitreanu.com/blog/2017/2/24/powerful-quick-fix-for-the-mba ,https://www.linkedin.com/pulse/20140602044303-73688810-powerful-quick-fix-for-the-mba ,https://medium.com/management-in-business/powerful-quick-fix-for-the-mba-6dd57145fd4f ).

1. The pandemic gives us an excuse to try new things with less risk than perhaps we would typically have. Enjoy that freedom and opportunity.
   
   
2. The pandemic makes us more appreciative of face-to-face experiences. Zoom and Teams can be great, but there is nothing like being together, looking at each other in the eyes, shaking hands, and connecting about concepts and ideas. When things return to normal, let's remember how important those times are.
   
   
3. The pandemic is providing a crash course in quality instructional design that will pay dividends for years to come. So many teachers have heard or will be hearing," we have to be remote in two weeks. Put all your courses online." This is an opportunity rethink the important things and improve courses.
   
   
4. Change and innovation can be exciting. Even through what some call a baptism by fire, formerly reluctant teachers are having to embrace the efficiencies and capabilities of technology. This will serve them well now and in the future after the pandemic subsides.
   
   
5. Parents are having to take more ownership of their kid's performance. During normal times, parents can be removed from the educational process while teachers fill important gaps. During the pandemic, parents have had to step up more than ever to be engaged with their kids and know what is happening with their education. This is a good thing and hopefully parents and their kids will grow closer as a result.