Transcript Document

NATIONWIDE,
HIGH SCHOOL
STUDENTS
ARE ENROLLED IN
CTE COURSES.
NATIONAL RESEARCH CENTER FOR
CAREER AND TECHNICAL EDUCATION
2007 STUDY
FOUND THAT
CTE STUDENTS
SCORE HIGHER ON STANDARDIZED TESTS,
ARE MORE LIKELY TO COMPLETE DUAL-CREDIT COURSES,
ARE MORE PREPARED TO TRANSITION TO COLLEGE &
CAREERS
ARE MORE INFORMED ABOUT COLLEGE
ARE MORE LIKELY TO HAVE LIFE GOALS
THE STUDY ALSO FOUND THAT CTE STUDENTS
THE FOLLOWING
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PROBLEM-SOLVING,
PROJECT COMPLETION,
RESEARCH,
MATH APPLICATION,
COLLEGE READINESS,
WORK-RELATED,
COMMUNICATIONS,
TIME MANAGEMENT AND
CRITICAL THINKING
ALMOST ALL
HIGH SCHOOL STUDENTS
CTE COURSE
25% OF ALL STUDENTS
TAKE 3 OR MORE
COURSES IN A
SINGLE PROGRAM AREA
RECENT FINDINGS
SUMMER 2013 ACTE released the
results from its annual, nationwide
survey of CTE students and educators,
conducted in partnership with the
National Research Center for College
and University Admissions
ACTE REPORT FINDS
CTE STUDENTS
ARE MORE LIKELY TO GO TO COLLEGE,
TEND TO HAVE A HIGHER GPA WHEN IN COLLEGE,
ARE LESS LIKELY TO DROP OUT OF COLLEGE AND,
HAVE AN EASIER TIME FINDING INTERNSHIPS AND
EMPLOYMENT
AND BUILD
INTERDISCIPLINARY SKILLS
THAT ALL STUDENTS
CAN USE
INTERVIEWING SKILLS
FINANCIAL
PLANNING
INTERPERSONAL SKILLS
INFORMATION LITERACY
PROBLEM SOLVING
ACCOUNTING
TECHNOLOGICAL SKILLS
TEAM WORK
MARKETING
ORGANIZATION & TIME
MANAGEMENT
PLANNING
PROFESSIONAL ORIENTATION
PROJECT MANAGEMENT
LIFE LONG LEARNING
ORAL & WRITTEN COMMUNICATIONS
ECONOMIC UNDERSTANDING
AFTER ALL
BUSINESS IS THE
NUMBER 1 COLLEGE MAJOR
IN THE NATION
FOR BOTH MEN AND WOMEN
(PRINCETON REVIEW, 2010)
IN TERMS OF
PERSISTENCE TO GRADUATION &
NUMBER OF DEGREES AWARDED,
BUSINESS HOLDS THE TOP SPOT
(US DEPT OF HIGHER ED, 2009).
Nationally, the Business
Management and Administration
Career Cluster is expected to grow
by 6% by 2018.
WHAT ARE SOME SPECIFIC ACTIVITIES THAT
SCHOOLS ARE DOING IN MD TO PROMOTE BMF
PROGRAMS?
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RUNNING TOURS FOR 8TH GRADERS
HOSTING OPEN HOUSES FOR PARENTS AND POTENTIAL STUDENTS
ORGANIZING ASSEMBLIES
HANGING POSTERS AND PREPARING BROCHURES
REDESIGNATING SOME COURSES AS HONORS
SENDING MAILERS OUT TO INCOMING FRESHMEN AND FAMILIES
COORDINATING SHOWCASE EVENTS
HARNESSING THE POWER OF PUBLIC RELATIONS (NEWSLETTERS,
WEB, PRESS RELEASES, ETC).
INVITING UNIVERSITIES TO FOUNDATIONS COURSES TO SPEAK
AGGRESSIVE CTSO INVOLVEMENT
SELLING PROGRAM BENEFITS TO GUIDANCE COUNSELORS,
ONSITE DUAL ENROLLMENT, ETC…
NEW CURRICULA BASED ON COLLEGE LEVEL STANDARDS
DUAL-CREDIT OPTIONS
PROFESSIONAL CERTIFICATIONS
INTERNSHIP OPPORTUNITIES
STUDENT COMPETITIONS
UNIVERSITY PARTNERSHIPS
CAPSTONE EXPERIENCES
CREDIT EARNED THROUGH CLEP EXAMS
EARNED COLLEGE CREDIT
GREAT TEACHERS
…………………………………….AND MORE
NEW CURRICULA BASED ON COLLEGE LEVEL
STANDARDS
RESOURCES AND VIDEOS RELEVANT TO MOS
PREPARATION
CAPSTONE HANDBOOK
CLEP RESOURCES
VIDEOS
AND A HOST OF OTHER RESOURCES
CREDIT-BASED TRANSITION PROGRAMS .
• Allowing high school students to take college courses or
earn college credit through national exams while in high
school.
• Traditionally geared to high-achieving students, in recent
years, the value in to middle performing or even lowerperforming students has been recognized (Baily and Karp,
2003).
BENEFITS OF COLLEGE BASED TRANSITIONING
PROGRAMS
Baily and Karp (2003):
• Prepare students for the academic rigors of college
• Improve motivation through high expectations
• Lower the cost of postsecondary education
• Make college feel more attainable to students
• Increase student retention
CLEP POLICY REVIEW
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We have examined the CLEP acceptance policy at MD Community
Colleges as well as University System of MD Schools.
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We did not examine private institutions; however, this is an area worthy
of investigation.
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We looked at the 4 Main Business CLEP exams and investigated:
• whether the exam was accepted,
• the required score in order to earn credit,
• number of credits that could be earned, and
• the course equivalent
CLEP AT COMMUNITY COLLEGES
COMMUNITY COLLEGE
CLEP EXAM
FINANCIAL ACCOUNTING
CLEP EXAM
PRINCIPLES OF MANAGEMENT
CLEP EXAM PRINCIPLES OF
MARKETING
ANNE ARUNDAL COMMUNITY
COLLEGE
BALTIMORE CITY COMMUNITY
COLLEGE
BPA 211 (3)
SCORE: 50
ACCT211 (3)
SCORE: 50
BPA 125 (3)
SCORE: 50
MKTG 223 (3): Marketing
SCORE: 50
COMMUNITY COLLEGE OF
BALTIMORE COUNTY
CARROLL COMMUNITY COLLEGE
ACCT 101 (3)
SCORE: 50
ACCT-101(3)
SCORE: 50
BPA 142 (3)
SCORE: 50
ADMINISTERED ON SITE COURSE
EQUIVALENT AND SCORE NOT
LISTED
MNGT 105 (3)
SCORE: 50
NOT LISTED
CECIL COLLEGE
BUS 101 (3)
SCORE: 50
ACC 103 (3)
SCORE: 50
ACC 2010 & 2020 (6) SCORE: 50
BUS 131 (3)
SCORE: 50
BUS 213 (3)
SCORE: 50
BAD 1210 (3)
SCORE: 50
BUS 212 (3)
SCORE: 50
BUS 230 (3)
SCORE: 50
BAD 2610 (3)
SCORE: 50
FREDERICK COMMUNITY COLLEGE
ACC 100, 101 (6)
SCORE: 50
BU 227 (3)
SCORE: 50
BU225 (3)
SCORE: 50
GARRETT COMMUNITY COLLEGE
ACC210 (3)
SCORE: 50
BUS170 (3)
SCORE: 50
BUS201 (3)
SCORE: 50
HAGERSTOWN COMMUNITY
COLLEGE
ACC 101 (3)
SCORE: 50
MGT 103 (3)
SCORE: 50
MGT 104 (3)
SCORE: 50
HARFORD COMMUNITY COLLEGE
ACT 101 (3)
SCORE: 50
BA 109 (3)
SCORE: 50
BA 203 (3)
SCORE: 50
HOWARD COMMUNITY COLLEGE
ACCT 111 (3)
SCORE: 50
BMGT 145 (3)
SCORE: 50
BMGT 130 (3)
SCORE: 50
MONTGOMERY COLLEGE
NOT ACCEPTED
PRINCE GEORGES COMMUNITY
COLLEGE
WORWIC COMMUNITY COLLEGE
ACCT 1010 & ACCT 1020 (8)
SCORE: 47
ACT 101 (3)
SCORE: 50
MG 101 (3)
SCORE: 50
BMT 1600 (3)
SCORE: 47
BMT 151 (3)
SCORE: 50
MG 103 (3)
SCORE: 50
BKG 1360 (3)
SCORE: 50
BMT 102 (3)
SCORE: 50
CHESAPEAKE COLLEGE
COLLEGE OF SOUTHERN MARYLAND
MNGT 150
SCORE: 50
MKTG-201 (3)
SCORE: 50
UNIVERSITY
FINANCIAL
ACCOUNTING
PRINCIPLES OF MANAGEMENT PRINCIPLES OF MARKETING
UNIVERSITY OF MARYLAND COLLEGE PARK BMGT 220-(3)
SCORE 65
NOT ACCEPTED
NOT ACCEPTED
SALISBURY UNIVERSITY
ACCT 201-(3)
SCORE 60
ACCT 201 (3) And ACCT 202 (3)
6 credits total possible
SCORE: 50
MGMT 320- (3)
SCORE 50
MNGT 361 (3)
SCORE 50
MKTG 330-(3)
SCORE 50
MKGT 341 (3)
SCORE 50
FROSTBERG STATE UNIVERSITY
ACCT 211 (3)
SCORE: 50
MGMT 351 (3)
SCORE 50
MKTG 361 (3)
SCORE 50
UNIVERSITY OF BALTIMORE
ACCT 201-(3)
SCORE 50
BUSINESS MAJOR ELECTIVE (3)
SCORE 51
GENERAL ELECTIVE (3)
SCORE: 50 OR
MKTG 301 junior status at the time of the
exam is and prior approval by the Dean
UNIVERSITY OF MARYLAND UNIVERSITY
COLLEGE
ACCT 220 (3)
SCORE: 50
BMGT 364: (3)
SCORE 50
MKTG 310-(3)
SCORE 50
UNIVERSITY OF MARYLAND BALTIMORE
COLLEGE
ECON 121 (3):
SCORE 53
ECAD 210 (3)
SCORE: 50
NOT ACCEPTED
UNIVERSITY OF MARYLAND EASTERN
SHORE
ACCT 201 (3):
SCORE 60
UPPER LEVEL BUSINESS MAJOR
ELECTIVE (3)
SCORE 50
UMES IS CURRENTLY IN THE
PROCESSES OF REVISING THEIR
CLEP POLICY.
BOWIE STATE UNIVERSITY
BUAD 201, 202 (6)
SCORE 45
ACCT 201 & ACCT 202 (6):
SCORE 50
NOT ACCEPTED
NOT ACCEPTED
NOT ACCEPTED
MGMT 300 (3):
SCORE 50
MGMT 324 (3):
SCORE 50
NOT ACCEPTED
MKTG 310 (3):
SCORE 50
MKTG 331 (3):
SCORE 50
NOT ACCEPTED
TOWSON UNIVERSITY
COPPIN STATE UNIVERSITY
MORGAN STATE UNIVERSITY
ST MARY’S COLLEGE OF MARYLAND
(LIBERAL ARTS NO BUS SCHOOL)
NOT ACCEPTED
STRATEGIES THAT WILL HELP YOU
PREPARE STUDENTS FOR THE CLEP
STRATEGIES
• At the beginning of the year discuss with students the
Major Concepts on the CLEP Exam your students will be
taking
• Lets consider the CLEP Management Exam
• The following information can be found in the State
curriculum and is also available from the CLEP
company.
Subject Matter
The subject matter of the Principles
of Management examination is drawn
from the following topics. The
percentages next to the main topics
indicate the approximate percentage
of exam questions on that topic.
15–25% Organization and Human
Resources
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Personnel administration
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Human relations and motivation
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Training and development
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Performance appraisal
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Organizational development
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Legal concerns
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Workforce diversity
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Recruiting and selecting
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Compensation and benefits
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Collective bargaining
10–20% Operational Aspects of
Management
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Operations planning and control
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Work scheduling
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Quality management (e.g.,
TQM)
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Information processing and
management
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Strategic planning and analysis
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Productivity
10–20% International Management
and Contemporary Issues
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Value dimensions
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Regional economic integration
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Trading alliances
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Global environment
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Social responsibilities of
business
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Ethics
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Systems
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Environment
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Government regulation
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Management theories and
theorists
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E-business
45–55% Functional Aspects of
Management
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Planning
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Organizing
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Leading
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Controlling
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Authority
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Decision making
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Organization charts
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Leadership
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Organizational structure
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Budgeting
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Problem solving
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Group dynamics and team
functions
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Conflict resolution
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Communication
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Change
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Organizational theory
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Historical aspects
THE CLEP EXAM IS A MULTI-CHOICE TEST
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Multiple-choice Questions (MCQs) are a subset of what are referred to as
"objective questions".
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Objective questions are questions which have a correct answer (usually
only one). The term "objective" here means there is complete objectivity in
marking the test.
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They are used to test factual material and the understanding of concepts
by measuring a students ability to recall facts and other information.
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If you exam the CLEP carefully most questions deal with recall, a smaller
number deal with comprehension, and only a tiny number will require
students to apply knowledge (and even then in a very limited capacity)
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Multiple choice questions by definition fall under the lower level of Bloom’
s Taxonomy of Educational Objectives.
CHARACTERISTICS OF MULTIPLE-CHOICE
QUESTIONS (MCQS)
Multiple-choice Questions are normally composed of four
parts:
• STEM - question or incomplete statement
• OPTIONS - suggested answers or completions
• DISTRACTERS - incorrect responses
• KEY - correct response
MULTIPLE CHOICE QUESTIONS TO A LARGE EXTENT LOOKS AT A TESTTAKERS ABILITY TO DEFINE CONCEPTS WITH A MINIMAL AMOUNT OF
APPLICATION.
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As such, you want to build your students vocabulary.
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Solutions
• Create a glossary of terms.
• Have weekly vocabulary words (treat them the way SAT terms are
treated)
• Introduce a CLEP question of the day
There are lots of ways to create your glossary of terms
• Use your knowledge, the CLEP Review Book, The Glossary in your text
book, Knowledge of the test etcetera.
• There are some great flashcard websites that already have free
downloadable CLEP exam flashcards/glossary terms available
• http://www.flashcardmachine.com/
• http://www.proprofs.com/flashcards
• A sample list of glossary terms (see www.BusinessEducationMSDE.com)
that has been prepared that offers 250 concepts/terms that a student
should know in order to pass the CLEP Principles of Management exam.
SAMPLE GLOSSARY PAGE WITH DEFINITIONS
Management
Frederick Taylor (1856-1915) Published
"Principles of Scientific Management"
The process of achieving organizational objectives through the use of people and
other resources (capital, land and equipment)
Father of Scientific Management , Believed organizations should analyze tasks
and develop a better way to perform them.
Organizational Development Theory 4
stages of growth
1. Creativity 2. Direction 3.Delegation 4. Growth
Decision-making process steps
1. Define the problem 2. Identify limiting factors 3. Develop potential alternatives
4. Implement the decision 5. Establish an evaluation and control system
Intrinsic Reward (Reinforcement)
Payback analysis
Motivating events which occur as a natural part of the learning experience that
are meaningful to the individual rather than being materialistic. Examples:
Personal Development as a reward for the experience of doing work, being
recognized with a plaque for your hard work, a teacher feels good when his/her
students pass the CLEP
A technique in which the members of a group are intentionally separated and
given the same problem. They return their solutions to the leader, the solutions
are pooled, and the group members rate the ideas.
A specific goal with quantifiable results. Example: "produce 10,000 units each
day"
Tool for determining when an object (a business expense) will pay for itself
Activity ratio
Profitability ratio
An activity ratio measures how efficiently a company operates.
A profitability ratio demonstrates a company's ability to generate profits.
Debt ratio
Marketing ratio
A debt ratio measures a company's ability to pay its debts
A marketing ratio measures market shares, sales quotas and profitability.
Delphi Technique
Operational Goal
• At 10 or so Intervals Throughout the Term Assign 25 of the
Glossary Terms to Be Defined By the Students, Correct and
Grade this work.
• Review the concepts again after you hand the work back to
the students
• Use examples and/or visuals as applicable.
• Think about Cognitive Flexibility
• Learning activities must provide multiple representations
of content.
DON’T MAKE THE TEST A STRANGER
• Do not wait until the last unit to be in the test prep process.
• Think about how the SAT is handled and treat it the same with constant
concept review and weekly vocabulary words.
• Introduce a CLEP question of the day each time you meet.
• Group the daily questions into CLEP questions of the week.
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Give mini-practice tests throughout the term to eliminate test anxiety
• Make sure you go over them once they are completed question by
question.
• At the end of the first and second quarters give a mini practice CLEP
exam that you prepare to coincide with concepts covered thus far
• At the end of the 3 rd term give a full practice CLEP
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Make it fun and important! Stay positive- this test is passable.
EMPLOY THE STRIKE OUT APPROACH DURING
THE PREPARATION PROCESS
• Involves eliminating incorrect options and making an educated guess
among the options which remain.
• Students who eliminated one or more incorrect options, must provide a
written explanation of why each of those options was incorrect
• When students select an option as correct they also have to write an
explaination as to why they selected that particular option
• These approach will not only make the students better test takers but
also help the teacher and the student better understand what the
student knows about the material
DON’T FORGET TO REMIND STUDENTS THAT
• On items that require you to read a short passage and answer
questions about it, read the questions first. Briefly reflect on
what the questions are asking you. Read the passage, and
return to the questions.
Preparing for tests involves explaining their purpose,
examining the genre and format of multiple-choice tests,
teaching the formal language of tests and test-taking
strategies, and providing opportunities for students to take
practice tests; and these lessons should be represented
throughout the instructional program, as well as in a focused
manner at the end.
• When you reach the end of the term it is time to
deliver a CLEP Review Unit
• Example unit broken down into 6 lessons
6 LESSON CLEP REVIEW UNIT
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Lesson 1 Procedures•
About the CLEP Exam,
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Review of Major Concepts on the CLEP Exam,
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Teach them about the purpose of multiple choice tests, examining the genre and format of
multiple-choice tests, teach the language to expect and present test taking strategies
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Distribute Glossary Worksheet-let students begin in class and assign as homework,
• Decrease the number of concepts to a manageable number,
• Require Students to Complete by Hand (kinesthetic),
• Format it differently than any previous worksheets (abstraction of concepts as is done on
test),
• Present Resources to Help Them Complete Glossary including their own previously
completed vocabulary/glossary sheets
• Lesson 2 Procedures• Students Take Practice CLEP Exam
• Require student to employ the strike out approach
• Question Review of Practice CLEP using strike out approach
• List is made of concepts that were problematic for the group
• Discussion of problematic concepts and/or misunderstood questions
• Lesson 3 Procedures• Jeopardy Game
• Have students compete in a Jeopardy tournament.
• Develop a bracket system.
• Offer prizes such as free lunch, extra credit points, candy,
etcetera
• There are a number of great free tools for creating an electronic
jeopardy game. Simple ones can be made in PowerPoint;
however, there are services that offer a much more interactive
experience.
• Jeopardy Labs is a free service you can use to create your own online
Jeopardy game. Jeopardy Labs provides a blank template on which to build
your game. When completed your game is given its one unique url. Post that
url on your blog, wiki, or website and anyone can then play your game
• Lesson 4 Procedures• Students Submit Completed Glossary
• Distribute glossary answer key
• Have students grade each other’s work
• Students Take 2nd Practice CLEP Exam (using strike out
approach)
• Question Review of Practice CLEP
• Lesson 5 Procedures• Classroom Quiz Bowl:
• Small Teams of students compete in a traditional quiz bowl trivia
tournament using a combination of question types
• If class is large, when not participating assign students different
roles asking questions, judging/checking responses, score
keeping, etcetera. Have students rotate these roles and keep
everyone participating.
• Make sure to include problematic topics
• This is a fun way to interact with concepts that will hopefully
increase understanding and help create meaningful connections
• Lesson 6 Procedures• Students Take 3nd Practice CLEP Exam
• Question Review of Practice CLEP
• List is made of concepts that were problematic for the
group
• Current list compared against previous list (students can
see how much better the class is doing)
• Discussion of problematic concepts (what are the
remaining misconceptions?)
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SUGGESTION, SET UP ONSITE CLEP TESTING CENTER.
• Allows exam to be taken in a less intimidating and more familiar
setting.
• Cuts down the cost of the exam because you will not have to pay the
mark up commonly charged by test centers
THANK YOU