Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.8: Business & Community Partnerships addresses business and community partner recruitment, partnership structure and the wide variety of activities partners should be engaged in to support the program of study and ensure programs are aligned with workforce needs.

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.The Sequencing and Articulation module addresses the key components of the definition of a program of study and the articulation, coordination and collaboration that support programs of study, career pathways and accelerated learning

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program11. Work-based Learning addresses the delivery of a continuum of work-based learning involving sustained, meaningful interactions with industry or community professionals that foster in-depth, firsthand engagement with the tasks required in a given career field. Experiences may be delivered in workplaces, in the community, at educational institutions and/or virtually, as appropriate, and include a range of activities such as workplace tours, job shadowing, school-based enterprises, internships and apprenticeships.

This guide includes information for high school students interested in getting an internship. It explains what the benefits of internships are, what work you’ll be doing, how to find a great internship for you, and how to get the most out of your internship experience.

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to demonstrate ethical work habits. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to demonstrate negotiation skills. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to design a website. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. The full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to develop a marketing plan. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance.  A downloadable document containing the full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

This resource is ideal for seniors as they finish out their high school career. The e-portfolio is used as an exit interview that bridges the students from the high school marketing program (typically a work-based experience class) to the post-secondary level. The students create the e-portfolio in class, but present the e-portfolio to the admissions or student services staff of a local technical college. There are certain components, however, that are covered previously in the school year (such as the personality type assessment that is included). In order to prepare for the interview, students write out the ideal answers to common interview questions.

Site provides resources, tools, goal planning, and personal assessments to assist with education and career planning, and to assist with personal, finance, and professional goal planning

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to handle difficult customers in the workplace. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

This lesson is designed to follow the Getting Started With SAEs lesson. The objective is to move students from starting their SAE project to developing the next level of skills and competencies in the intermediate level of performance indicators. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the intermediate level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

This article discusses many options that students have to gain work experience and learn on the job.

The Professional Interview allows a student to explore a specific career of interest by talking to a professional about their work duties, place of employment, and career path. This project is ideal for the situation where a job shadow is not possible.  This project includes two attachments in the resource library which cover the guidelines and requirements of this project. Waunakee Community High School students take a course called Career Workshop at the sophomore level.  They are required to choose two enhancement projects from a list of options.  Students have access to shared Google Docs related to these projects.  The Job Shadow is one of these options.  Other options that may be found under WISELearn Resources include an Infographic, Web Portfolio, Career Presentation, Career Cruising Video Project, and Job Shadow.  

The Job Shadow experience allows a student to explore a specific career of interest by observing an employee perform their work duties at their place of employment. This project includes three attachments in the resource library which cover the guidelines and requirements of this project. Waunakee Community High School students take a course called Career Workshop at the sophomore level.  They are required to choose two enhancement projects from a list of options.  Students have access to shared Google Docs related to these projects.  The Job Shadow is one of these options.  Other options that may be found under WISELearn Resources include an Infographic, Web Portfolio, Career Presentation, Career Cruising Video Project, and Professional Interview.  

This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to make oral presentations. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, intructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

This website contains several ideas for service learning projects for many different disciplines and areas of study.

This chapter from the Work-Based Learning Manual includes several resources for setting up job shadowing for students. It describes what job shadowing should look like, a timeline to help plan job shadowing, key templates and documents, and instructions for making a successful job shadowing program.

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.