Business Education
School/College: School of Business and Economics
Degree(s) Offered: Master of Arts in Teaching
Graduate Coordinator: Lisa Gueldenzoph Snyder Email: lguelden@ncat.edu Phone: 336-334-7657
Department Chair: Lisa Gueldenzoph Snyder Email: lguelden@ncat.edu Phone: 336-334-7657
The Master of Arts in Teaching (MAT) in Business Education is designed for college graduates who have earned a bachelor’s degree in a business discipline. Graduates of the program are licensed by the North Carolina Department of Public Instruction to teach business education courses in grades 7 to 12. In addition to pursuing careers in public education, graduates of the MAT in Business Education also have the opportunity to seek positions in the workplace as business trainers. The degree enables candidates to develop the knowledge, skills, and dispositions needed to become excellent instructors. All Teacher Education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction. The Business Education programs are also accredited by AACSB International.
Additional Admission Requirements
- Undergraduate major in a business discipline (or 24 credits of business coursework with a grade of C or better
- Minimum overall undergraduate GPA of 2.80 (Praxis I required if 2.50 to 2.79)
- Two years of full-time business work experience (or BUED 670/671)
- Not currently licensed to teach
- No felony convictions
- Targeted, well-written letter of intent about a career in business education
- Supportive recommendation letters from persons who know about the candidate's interaction with children and/or adolescents
- GRE or GMAT scores
Program Outcomes:
- Teacher leadership. Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools, and professional organizations; they advocate for students and adhere to effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to: (a) demonstrate effective ongoing communication, collaboration, and team-building among colleagues, (b) facilitate mentoring and coaching with novice teachers, (c) set goals and establish priorities while promoting educational initiatives that positively affect student learning, and (d) participate in professional learning communities.
- Educational Environment. Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders: (a) facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities; (b) create collaborative partnerships with families, schools, and communities to promote a positive school culture; (c) facilitate and model caring and respectful treatment of individuals within the learning community; (d) demonstrate knowledge and understanding of diverse world cultures and global issues; (e) encourage high expectations for all students; and (f) collaboratively design and implement curriculum and instruction that is responsive to learner differences.
- Content and Curriculum Expertise. Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders: (a) demonstrate in-depth knowledge of curriculum, instruction, and assessment; (b) model the integration of 21st century content and skills into educational practices; and (c) develop relevant, rigorous curriculum.
- Student Learning. Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing, and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders: (a) seek and use existing research to inform school practices; (b) design action research to investigate and improve student learning and school policies and practices; (c) model technology integration that supports student learning; and (d) critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
- Reflection. Continuous Improvement. Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders: (a) promote an educational culture that values reflective practice; (b) model the development of meaningful professional goals; and (c) model personal and professional reflection to extend student learning and school improvement.
Degree Requirements
All MAT students are required to apply for the Teacher Education Program during their first semester at the University. Admission requirements include: (1) purchasing and creating a TaskStream (e-portfolio) account, (2) completing the Dispositions Survey, (3) submitting the Application for Admission to Teacher Education, (4), reading and signing the Criminal Background Form, and (5) participating in a Teacher Education Admission interview.
The MAT in Business Education requires 39 credit hours. The program is divided into two phases. Phase I includes seven courses (21 credit hours) required to earn the "A" license in Business Education. Students take a combination of curriculum and instruction courses (e.g., learning theories, literacy, and diversity issues) and business education courses (e.g., e-commerce, planning and leadership, and business methods) before student teaching full-time during a 10-week internship in a school placement.
Phase II includes six courses (18 credit hours) required to earn the “M” license in Business Education. Students take a combination of curriculum and instruction courses (e.g., research, assessment, and integration of technology) and business courses (e.g., accounting, economics, management, management information systems, marketing, or technology) before completing a capstone project. Students may choose to complete either thesis research or an action project to fulfill their capstone requirement.
Phase I Coursework (Leads to initial licensure; requires minimum 3.0 GPA) (21 Credit Hours)
CUIN 618, Learning Theories (3)
CUIN 627, Literacy in the Content areas (3)
CUIN 729, Diversity Issues in K-12 Schools (3)
BUED 624, E-Commerce Design and Implementation (3)
BUED 675, Instructional Methods in Business Education (3)
BUED 682, Business Education Planning and Leadership (3)
BUED 699, Internship in Business Teacher Education (3)
Phase II Coursework (Leads to graduate licensure; requires minimum 3.0 GPA) (18 Credit Hours)
Electives are listed as part of the Phase II coursework.
Requirements specific to specializations/program options/tracks:
Project Option: MAT Portfolio 3 Project Hours
Thesis Option: Research 3 Project Hours
To be cleared for graduation, students must provide the Department Office with copies of:
- Passing Praxis II Scores (copy of ETS restuls for Test Code 101
- NC Teaching License
- Approved copies of thesis or project
3.
Comprehensive Exam: Not Required
Licensure requirements: Required
Admission to Candidacy
- During the first semester of coursework, MAT students must apply for Admission to the Teacher Education Program, which requires:
- Subscription to a TaskStream account (www.taskstream.com); subscription must be valid through the student's graduation date
- Submission of the Dispositions Suvery (available through TaskStream)
- Submission of the Application for Admission to Teacher Education (requires advisor and department chair signature)
- Submission of the Notification and Acknowledgment of Criminal Background form
- Participation in a Teacher Education admission interview
Internships
Students will complete a 10-week (full-time) student teaching internship at the conclusion of their Phase I coursework. The internship is a licensure requirement.
Clinical Field Experiences
Students will complete 60 hours of observations in an approved field placement during BUED 675. A 10-week student teaching internship will be completed during BUED 699.
Advising
Students receive individualized advising through the Department Office. Students are encouraged to maintain regular communication with the Graduate Coordinator and Department Chair to ensure successful matriculation through the degree program.
Licensure
Students are must apply for initial teaching licensure after they successfully complete the Phase I coursework. Students are eligible to apply for a graduate-level teaching license upon completion of the MAT degree.
Program Certification/Accreditation
The Master of Arts in Teaching in Business Education is accredited through the School of Education's affiliation with NCATE and TEAC.
Directory of Faculty
- Sherrie D. Cannoy, Assistant Professor, B.S., M.S. (Bus.Ed.), M.S. (IT Mgnt.), Ph.D.., University of North Carolina at Greensboro
- Betty F. Chapman, Assistant Professor, B.S., Shaw University; M.B.A., North Carolina Central University; Ph.D., Virginia Polytechnic Institute and State University
- Jorge Gaytan Associate Professor, B.B.A., Western Michigan University; M.B.A., The University of Texas at El Paso; Ed.D., The University of Texas at El Paso
- Lisa E. Gueldenzoph Associate Professor and Interim Chairperson, B.S., Northern Michigan University; M.Ed., Ph.D.., Bowling Green State University
- Thelma M. King, Associate Professor and Coordinator,Business Teacher Education Program, B.S., North Carolina A&T State University; M.S., University of North Carolina at Greensboro; Ph.D.., Virginia Polytechnic Institute and State University
- Ewuukgem Lomo-David, Associate Professor, B.S., Mankato State University; M.Ed., Ed.D., University of Memphis
The Master of Arts in Teaching (MAT) in Business Education is designed for college graduates who have earned a bachelor’s degree in a business discipline. Graduates of the program are licensed by the North Carolina Department of Public Instruction to teach business education courses in grades 7 to 12. In addition to pursuing careers in public education, graduates of the MAT in Business Education also have the opportunity to seek positions in the workplace as business trainers. The degree enables candidates to develop the knowledge, skills, and dispositions needed to become excellent instructors. All Teacher Education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction. The Business Education programs are also accredited by AACSB International.
Additional Admission Requirements
· Undergraduate major in a business discipline (or 24 credits of business coursework with a grade of C or better
· Minimum overall undergraduate GPA of 2.80 (Praxis I required if 2.50 to 2.79)
· Two years of full-time business work experience (or BUED 670/671)
· Not currently licensed to teach
· No felony convictions
· Targeted, well-written letter of intent about a career in business education
· Supportive recommendation letters from persons who know about the candidate's interaction with children and/or adolescents
· GRE or GMAT scores
Program Outcomes:
· Teacher leadership. Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools, and professional organizations; they advocate for students and adhere to effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to: (a) demonstrate effective ongoing communication, collaboration, and team-building among colleagues, (b) facilitate mentoring and coaching with novice teachers, (c) set goals and establish priorities while promoting educational initiatives that positively affect student learning, and (d) participate in professional learning communities.
· Educational Environment. Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders: (a) facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities; (b) create collaborative partnerships with families, schools, and communities to promote a positive school culture; (c) facilitate and model caring and respectful treatment of individuals within the learning community; (d) demonstrate knowledge and understanding of diverse world cultures and global issues; (e) encourage high expectations for all students; and (f) collaboratively design and implement curriculum and instruction that is responsive to learner differences.
· Content and Curriculum Expertise. Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders: (a) demonstrate in-depth knowledge of curriculum, instruction, and assessment; (b) model the integration of 21st century content and skills into educational practices; and (c) develop relevant, rigorous curriculum.
· Student Learning. Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing, and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders: (a) seek and use existing research to inform school practices; (b) design action research to investigate and improve student learning and school policies and practices; (c) model technology integration that supports student learning; and (d) critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
· Reflection. Continuous Improvement. Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders: (a) promote an educational culture that values reflective practice; (b) model the development of meaningful professional goals; and (c) model personal and professional reflection to extend student learning and school improvement.
Degree Requirements
All MAT students are required to apply for the Teacher Education Program during their first semester at the University. Admission requirements include: (1) purchasing and creating a TaskStream (e-portfolio) account, (2) completing the Dispositions Survey, (3) submitting the Application for Admission to Teacher Education, (4), reading and signing the Criminal Background Form, and (5) participating in a Teacher Education Admission interview.
The MAT in Business Education requires 39 credit hours. The program is divided into two phases. Phase I includes seven courses (21 credit hours) required to earn the "A" license in Business Education. Students take a combination of curriculum and instruction courses (e.g., learning theories, literacy, and diversity issues) and business education courses (e.g., e-commerce, planning and leadership, and business methods) before student teaching full-time during a 10-week internship in a school placement.
Phase II includes six courses (18 credit hours) required to earn the “M” license in Business Education. Students take a combination of curriculum and instruction courses (e.g., research, assessment, and integration of technology) and business courses (e.g., accounting, economics, management, management information systems, marketing, or technology) before completing a capstone project. Students may choose to complete either thesis research or an action project to fulfill their capstone requirement.
Phase I Coursework (Leads to initial licensure; requires minimum 3.0 GPA) (21 Credit Hours)
CUIN 618, Learning Theories (3)
CUIN 627, Literacy in the Content areas (3)
CUIN 729, Diversity Issues in K-12 Schools (3)
BUED 624, E-Commerce Design and Implementation (3)
BUED 675, Instructional Methods in Business Education (3)
BUED 682, Business Education Planning and Leadership (3)
BUED 699, Internship in Business Teacher Education (3)
Phase II Coursework (Leads to graduate licensure; requires minimum 3.0 GPA) (18 Credit Hours)
Electives are listed as part of the Phase II coursework.
Requirements specific to specializations/program options/tracks:
Project Option: MAT Portfolio 3 Project Hours
Thesis Option: Research 3 Project Hours
To be cleared for graduation, students must provide the Department Office with copies of:
1. Passing Praxis II Scores (copy of ETS restuls for Test Code 101
2. NC Teaching License
3. Approved copies of thesis or project
3.
Comprehensive Exam: Not Required
Licensure requirements: Required
Admission to Candidacy
• During the first semester of coursework, MAT students must apply for Admission to the Teacher Education Program, which requires:
• Subscription to a TaskStream account (www.taskstream.com); subscription must be valid through the student's graduation date
• Submission of the Dispositions Suvery (available through TaskStream)
• Submission of the Application for Admission to Teacher Education (requires advisor and department chair signature)
• Submission of the Notification and Acknowledgment of Criminal Background form
• Participation in a Teacher Education admission interview
Internships
Students will complete a 10-week (full-time) student teaching internship at the conclusion of their Phase I coursework. The internship is a licensure requirement.
Clinical Field Experiences
Students will complete 60 hours of observations in an approved field placement during BUED 675. A 10-week student teaching internship will be completed during BUED 699.
Advising
Students receive individualized advising through the Department Office. Students are encouraged to maintain regular communication with the Graduate Coordinator and Department Chair to ensure successful matriculation through the degree program.
Licensure
Students are must apply for initial teaching licensure after they successfully complete the Phase I coursework. Students are eligible to apply for a graduate-level teaching license upon completion of the MAT degree.
Program Certification/Accreditation
The Master of Arts in Teaching in Business Education is accredited through the School of Education's affiliation with NCATE and TEAC.
Directory of Faculty
- Sherrie D. Cannoy, Assistant Professor, B.S., M.S. (Bus.Ed.), M.S. (IT Mgnt.), Ph.D.., University of North Carolina at Greensboro
- Betty F. Chapman, Assistant Professor, B.S., Shaw University; M.B.A., North Carolina Central University; Ph.D., Virginia Polytechnic Institute and State University
- Jorge Gaytan Associate Professor, B.B.A., Western Michigan University; M.B.A., The University of Texas at El Paso; Ed.D., The University of Texas at El Paso
- Lisa E. Gueldenzoph Associate Professor and Interim Chairperson, B.S., Northern Michigan University; M.Ed., Ph.D.., Bowling Green State University
- Thelma M. King, Associate Professor and Coordinator,Business Teacher Education Program, B.S., North Carolina A&T State University; M.S., University of North Carolina at Greensboro; Ph.D.., Virginia Polytechnic
- Institute and State University
- Ewuukgem Lomo-David, Associate Professor, B.S., Mankato State University; M.Ed., Ed.D., University of Memphis
- Beryl C. McEwen, Professor and Interim Associate Dean, B.Ed., University of Technology, Jamaica; M.S., Ph.D.., Southern Illinois University at Carbondale
