.JPG)
E-Mail:
2010 - 2011 CLASS SCHEDULE
|
Period |
Time |
Course Name |
|
|
Preparation |
|
|
|
Accounting 2 |
|
|
|
Consumer Education |
|
|
10:03 - 10: 50 |
Consumer Education |
|
|
|
|
Lunch |
|
|
Marketing |
|
|
12:19 -
1:05 |
||
|
|
COURSE PLANS AND SCHEDULES
ACCOUNTING 2 ( Intermediate) - Second Period
Course Number: 900402
Length/Credits: 1 semester (70 contact hours of instruction)
Prerequisite: Accounting I
Course Fee: $10.00
This course focuses on the application of accounting principles, practices, tools, and techniques to more complex accounting environments including LLCs and corporations with a special emphasis on merchandising and retail operations. Corporate financial statement preparation, financial statement analysis, special journals, general and subsidiary ledgers, payroll accounting, taxation, uncollectible accounts, inventory accounting and inventory control, accrued revenue and expenses, dividends, and end of fiscal period entries for a corporation are experienced in both manual and automated accounting formats. The design and implementation of internal management controls and basic audit principles and procedures are introduced.
Students earning a passing grade in Accounting II will be expected to demonstrate competency in the application of intermediate level accounting procedures through successful performance on (1) weekly chapter tests, (2) weekly Accounting Working Papers assignments, and (3) an objective knowledge and proficiency-based final examination.
This course is recommended for students planning to pursue a career or college degree in accounting or business management.
TEXTS AND MATERIALS
Required Text:
- Accounting: Multi-Column Journal Approach, 7th Edition. Ross, Gilbertson, Lehman,
and Hanson. South-Western Publishing Company, 2003, ISBN 0-538-524-0
Supplemental Text:
- College Accounting, 20th Edition, Heintz and Parry, Southwestern Higher Education, 2011, ISBN 9780538745192, Chapters 16-27
STUDENT SUPPLIES:
1. Assignment Notebook
2. Text and Working Papers
3. Pencils/Pen
4. Folder/Binder and Paper
5. Calculator
EXPECTED LEARNING OUTCOMES
Upon the successful completion of this course, the student will be expected toe to:
1. Define, explain, and compare various forms of business ownership, structure, and management.
2. Define, explain, and properly apply specialized accounting terms to typical accounting situations and processes.
3. Develop basic practical competency in recording and analyzing business moderately complex transactions in both manual and automated formats.
4. Define, explain, and properly apply generally accepted accounting practices to typical business accounting processes.
5. Demonstrate a basic functional competency in accounting techniques, processes, and practices to include:
- Applying specialized accounting procedures for merchandising businesses and partnerships, accounts receivable, allowance methods, estimating uncollectables, using the direct write-off method, accounting for notes and interest, accounting for merchandise inventory, inventory transfers, and the application of perpetual and periodic inventory control and costing systems.
- Applying specialized procedures for the accounting of long-term assets, depreciation, property disposal, natural resources, and intangible assets.
- Accounting for partnerships, partnership formation, compensation, and allocation of net income, dissolutions, and liquidation.
- Applying accounting procedures for corporations and manufacturing businesses, IPOs, stock and stock transactions, retained earnings, dividends, stock splits, bonds, bond pricing, premiums ,discounts, redemptions, and sinking funds.
- Preparing cash flow analyses, analyses of financial statements, liquidity measures, profitability measures, and leverage measures.
- Implementing departmental accounting systems, manufacturing costs, inventories, job order cost accounting, and process cost accounting.
- Preparing manufacturing financial statements, adjustments, journals, and reports.
- Basic auditing principles.
6. Develop an understanding of corporate business ethics, regulations, governance, executive accountability, and executive business decision-making guidelines and principles.
LEARNING STRATEGIES
Accounting 2 is conducted using a business-focused and results-oriented approach to learning. This means that students are expected to consider this course and its various learning activities as if they were job duties and important responsibilities for an employee in a business. Employees in a business are expected to be on-time, on-task, and consistently productive in achieving assigned objectives using acceptable business behaviors. We expect the same qualities in every business education student.
This course utilizes a variety of teaching methods including subject/skill area instruction and demonstrations, guest instructor presentations, guided discussion, case and situation studies, PC-based learning modules, graded independent assignments, guided team and individual project assignments using both multi-column and automated accounting formats, and structured student business briefings.
BASIC COURSE REQUIREMENTS
1. Full and on-time attendance.
2. Focused and productive participation in all classroom learning activities.
3. Consistent and effective application of acceptable business behaviors.
4. Respectful interaction with instructors, guest speakers, staff, and all class members.
5. Responsible and careful use of equipment, materials, and classroom facilities.
6. On-time, complete, and competently prepared assignments.
7. Achievement of each of the Accounting 2 expected learning outcomes at a minimum 77.5% level as measured by objective proficiency-based written tests and accounting project assignments.
EVALUATION AND GRADING PROCEDURES
Students earning a passing grade in Accounting II will be expected to demonstrate competency in the application of intermediate level accounting procedures through successful performance on (1) weekly chapter tests, (2) weekly accounting working papers assignments, and (3) objective knowledge and proficiency-based mid-term and final examinations.
Weekly Progress Checks. Each week, usually on Friday, there is an objective knowledge and/or skill-based chapter test of the student’s competency in each of the major principles, techniques, and processes presented in class during the week. This test is given a percent grade based on the number of correct responses.
Midterm and Final Examinations. At the end of the 9th week of the course there is an objective knowledge and skill-based midterm examination of the student’s achievement of the expected learning outcomes for topics presented during the first half of the course. This test is given a percent grade based on the number of correct responses. At the end of the course there is a final examination covering the second half of the course. The midterm examination and the final examination each has a final course grade value of 33.3% (66.6% total)
Graded Assignments. Each graded assignment, independent or group, is given a numerical score based on the teacher’s assessment of the assignment’s overall completeness, accuracy, consistency with directions, and timeliness. These scores are assigned based on a defect-driven scale ranging from 100% (no defects) to 0% (missing or totally defective). We expect students to earn a score of 100% on each graded assignment. The combined course grade value of all graded assignments is 33.3%.
Late Assignments. Late assignments automatically receive a score that is reduced by no less than 10% from the earned score. Assignments turned-in more than five days late receive a score of 0 % unless caused by an emergency situation beyond the student’s control.
Computing the Semester Grade. The final semester grade is based on the EDHS Grading Procedure Scale provided below.
Percent Range Letter Grade
100 – 95.5 A
95.49 – 93.5 A-
93.49 – 91.5 B+
91.49 – 88.5 B
88.49 – 86.5 B-
86.49 – 84.5 C+
84.49 – 79.5 C
79.49 – 77.5 C-
77.49 – 75.5 D+
75.49 – 71.5 D
71.49 – 69.5 D-
69.49 – 0 F
WEEKLY LEARNING ACTIVITIES
The following is a general description of typical weekly learning activities in Intermediate Accounting. This information is provided solely for the purpose of helping a student plan for study time and the accomplishment of assignments.
Mondays: Review the previous week’s learnings and the results of the weekly
Progress Check test.
Remedy any learning shortfalls.
Begin new topics.
Begin assignments as directed.
Tuesdays, Wednesdays, Thursdays:
Independent completion of study/homework assignments.
Guided completion of in-class assignments, working papers, journals,
ledgers, and automated accounting reports.
Guided completion of special individual and/or group assignments
Accomplish re-learning as required.
Student project reports and business briefings.
Fridays: All assignments are due.
Weekly progress check.
Learning plan for the next is week is jointly developed.
Students make arrangements for extra help from the instructor, if needed.
Students make decisions on available extra credit opportunities.
COURSE TOPIC SCHEDULE: (subject to change based on student needs or
administrative requirements):
Tuesday 18 Jan 11 Course overview
Inclusion activity
Texts and materials
Learning expectations, requirements, course processes
Grading and planning for success
Initial study assignment
Week Of:
18 Jan 11 C-13 Preparing Payroll Records
24 Jan 11 C-14 Payroll Accounting, wages, salaries, commissions
31 Jan 11 C-14 Payroll Accounting: Taxes, Insurances, Special
Disbursements
07 Feb 11 C-15 Business Taxes and Reports
14 Feb 11 C-16, 17
22 Feb 11 C-18 Recording Purchases and Cash Payments Using Special Journals
28 Feb 11 C-19 Recording Sales and Cash Receipts Using Special Journals.
08 Mar 11 C-20 Accounting for Uncollectable Accounts Receivable
14 Mar 11 C-21 Accounting for Plant Assets and Depreciation
28 Mar 11 C-22 Accounting for Inventory, inventory systems analysis.
04 Apr 11 C-23 Accounting for Notes and Interest
11 Apr 11 C-24 Accounting of Accrued Revenue and Expenses
18 Apr 11 C-25 Corporate Bonds and Indebtedness
25 Apr 11 C-25 IPO’s, Stock, Stock Splits, Accounting for Dividends
02 May 11 C-25 Distributing Dividends and Preparing a Worksheet
09 May 11 C-26 Taxation Management
16 May 11 C-26 Financial Statements and end-of-fiscal-period entries for a
corporation,
23 May 11 Intensive review for the final exam
Final examination
CONSUMER EDUCATION - Third and Fourth Periods
Course Number: 900801
Length/Credits: 1 semester/ ½ credit
Prerequisite: Enrollment limited to seniors
This course covers the basic information a student should have to be an intelligent and alert consumer. The course includes a review of consumer-oriented business math and the use of specialized websites to compute interest rates, payments, amortization, and compounding. Credit card usage, identity theft, investing, banking including checking and savings accounts, taxation, insurance, buying a car, understanding the stock market, and obtaining a home or apartment are included in the course. This is a required course which can be taken in the senior year by any student who does not pass the state Consumer Education Proficiency test.
EXPECTED LEARNING OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define, explain, and demonstrate an understanding of important business and financial terms that a consumer will encounter in making day-to-day life decisions.
2. Develop or refine basic business math skills necessary to make rational and productive consumer decisions.
3. Identify and apply practical guidelines and intelligent considerations in making rational and productive buying decisions.
4. Examine and apply a step-by-step decision-making process that can be effectively used in making consumer decisions as well as many other types of personal, business, and employment decisions.
5. Examine, explain, and demonstrate an understanding of basic consumer rights and responsibilities.
6. Examine, explain, and apply basic principles of banking, investing, credit, and wealth-building.
7. Examine the role of contracts in consumer transactions and examine basic principles of consumer contract law, warrantees, service agreements, and liability.
8. Examine the operation, uses, and misuses of credit, credit cards, personal loans, cash advance services, with a special emphasis on learning how to determine the true cost of credit and how to avoid bad financial decisions.
INSTRUCTIONAL MATERIALS:
1. Text: Economic Education for Consumers (2010, Thomson South-Western, ISBN 0-538-44888-1
2. Teacher-provided Supplements
STUDENT SUPPLIES:
1. Assignment Notebook
2. Text and Working Papers
3. Pencils/Pen
4. Folder/Binder and Paper
LEARNING STRATEGIES
The Consumer Education course is conducted using a business-focused and results-oriented approach to learning. This means that students are expected to consider this course and its various learning activities as if they were job duties and important responsibilities for an employee in a business. Employees in a business are expected to be on-time, on-task, and consistently productive in achieving assigned objectives using acceptable business behaviors. We expect the same qualities in a Business Education student.
This course utilizes a variety of teaching methods including subject/skill area instruction, guided discussion, case and situation studies, PC-based learning modules, graded independent assignments, guided team and individual project assignments, and structured student Business Briefings.
Basic Course Requirements
1. Full and On-Time Attendance
2. Focused and productive participation in all classroom learning activities
3. Consistent and effective application of acceptable business behaviors
4. Respectful interaction with instructors, guest speakers, staff, and all class members
5. Responsible and careful use of equipment, materials, and classroom facilities.
6. On-time, complete, and competently prepared assignments.
7. Achievement of each course’s Expected Learning Outcomes.
Research Project Report and Briefing
1. Project Purpose and Scope
(a) The Consumer Education Research Project enables a senior to accomplish and report on a structured research project in an area of consumer economics that interests the student and develops an in-depth understanding of important personal economic and business concepts and practices. The Consumer Education Research Project takes the place of the semester comprehensive examination in Consumer Education.
(b) The Consumer Education Research Project consists of two parts. These parts are the Project Report and the Project Briefing
2. Project Due Date.
(a) Students select a Project Due Date from the available dates and briefing times shown on the Consumer Education Research Project Sign-Up List. The Sign-up list is posted on the Business Education Bulletin Board adjacent to Room A-1. Each week there are two students Project due Dates and Briefing times available. There will be no additional dates available.
(b) It is to your advantage to make an early decision on the Project Due Date since the dates nearer to the end of the course are quickly taken.
3. Selection of the Project Topic.
(a) The topic is selected by the student but must be directly related to the course discussion topics scheduled for the week that the student has chosen as the Due Date. For instance, if the scheduled course discussion topic for the week that the student has signed-up for is “Credit”, then the student’s Project must be about some aspect of consumer credit such as sources of credit, credit scores, credit reporting bureaus, results of bad credit, advantages of good credit, how a credit score is computed, how to improve a credit rating score, events that lower a credit rating score etc.
4. The Project Report
(a) The student must submit the completed Project Report to the instructor no later than the date selected by the student on the Project Sign-Up list.
(b) The Project Report must be prepared in typed report format using single – spaced, 12 point Ariel font, 1 inch margin format, and may not be less than four pages in length. The Project Report must contain the following information as a minimum:
- Narrative report on the Project topic organized in term paper format.
- A list of the references and other secondary research sources that the student used to gather information for the report. The textbook may be one, but not the only secondary source. A creditable report uses no less than five authoritative, current, and relevant secondary sources.
- A list of the primary research sources, if any, such as interviews with individuals/professionals involved in the topic, or other student-developed information such as statistical data that the student used in preparing the report. The use of primary research sources is not a basic requirement except in those cases where the student is seeking a grade of “A” on the Research Project.
- A detailed outline of the student’s Research Project Briefing to the class
- A copy of each Power Point or other visual display that will be used in the briefing to the class.
5. The Project Briefing
(a) The student’s briefing to the class on the Project must be in business briefing style and be supported by Power Point or other visual displays. An effective business briefing typically uses 1 display for each scheduled minute of briefing time.
(b) The briefing length should be no less than 8 minutes or more than 10 minutes, exclusive of the interrogatory (audience questions and answer period).
(c) The briefing should evidence that the student has carefully planned and rehearsed the briefing to assure that the 10 minute maximum briefing time is used effectively.
(d) The interrogatory will take place after the student’s briefing. The audience will not be asking questions during the student’s briefing.
6. Evaluation and Grading.
(a) The student’s grade for the Consumer Education Project will be based on the instructor’s judgment of the student’s work in two critical aspects of the project as follows:
- The overall quality of the student’s written Project Report (refer to item # 4 above) in terms of timeliness, completeness, relevance and importance of the information presented, extent of secondary and primary research, accuracy of information presented, organization, and report preparation quality.
- The quality of the student’s Project Briefing content and organization, and the student’s responses during the interrogatory in terms of specificity to the questions, completeness, accuracy, and respectful interaction with the audience.
(b) The grade earned will be expressed as a letter grade equivalent to the highest per cent in the letter grade range. This numerical entry will be counted as having the same weight as a chapter test.
Grading and Evaluation Procedures
Weekly Progress Checks. Each week, usually on Friday, there is an objective knowledge and/or skill-based chapter test of the student’s competency in each of the major principles, techniques, and processes presented in class during the week. This test is given a percent grade based on the number of correct responses.
Graded Assignments. Each graded assignment, independent or group, is given a numerical score based on the teacher’s assessment of the assignment’s overall completeness, accuracy, consistency with directions, and timeliness. These scores are assigned based on a defect-driven scale ranging from 100% (no defects) to 0% (missing or totally defective). We expect students to earn a score of 100% on each graded assignment.
Late Assignments. Late assignments automatically receive a score that is reduced by no less than 10% from the earned score. Assignments turned-in more than five days late receive a score of 0 % unless caused by an emergency situation beyond the student’s control.
Semester Grade. The final semester grade is based on the numerical average of all of the scores earned during the semester, including additional points earned on extra credit opportunities, if any. The EDHS Grading Procedure Scale provided in the Student Handbook will be used for the assignment of all letter grades.
Weekly Learning Activities
The following is a description of typical weekly learning activities in Consumer Education. This information is provided solely for the purpose of helping a student plan for study time and the accomplishment of assignments.
Mondays: Review the previous week’s learning and the results of the weekly
Progress Check test. Remedy any learning shortfalls. Begin new topics.
Begin assignments as directed.
Tuesdays, Wednesdays, and Thursdays:
Independent Completion of Study/Homework Assignments
Guided completion of in-class assignments
Guided completion of special individual and/or group assignments
Accomplish re-learning as required
Project Report and Briefings
Fridays: All assignments are due.
Weekly Progress Check Test
Students make arrangements for extra help from the instructor, if needed.
COURSE TOPIC SCHEDULE: (subject to change based on student needs or
Administrative requirements):
Tuesday 18 JAN 11 Course Overview
Inclusion Activity
Introduction to the text and materials
Learning Expectations, Requirements, Course Processes
Research Project Report and Briefing
Grading and Planning for Success
Initial Study Assignment
Week Of:
18 JAN 11 C-1 Consumers – The Engine that Runs the Economy
24 JAN 11 C-2 Buying Technology Products
31 JAN 11 C-3 Consumer Protection: Rights, Responsibilities, Resolutions
07 FEB 11 C-4 and C-5 Choose a Career/Income Taxes
14 FEB 11 C-5 Continued.
22 FEB 11 C-6 Budgeting – Planning The Use of Your Money
28 FEB 11 C-7 Banking Services
08 MAR 11 C-8 Saving – Plan for Financial Security
14 MAR 11 C-8 Continued,
21 MAR 11 C-9 Investing
28 MAR 11 C-10 Credit- Sources and Credit Ratings
04 APR 11 C-10 Credit Continued – Computing the Cost and C-11 Budgeting
11 APR 11 C-12 Transportation – Car Choosing: Buying, Leasing, Maintaining,
Depreciation.
18 APR 11 C-12 Continued,
25 APR 11 C-13 Housing, Mortgages, Taxes, Leases,
02 MAY 11 C-14 Automobile and Home Insurance
09 MAY 11 C-15 Health and Life Insurance
16 MAY 11 C-16 Choose Services – Health Care, Legal, Government Assistance
23 MAY 11 C-17 Global Economy,
Semester End - Course End
MARKETING - Fifth Period
Course Number: 900203
Length/Credits: 1 Semester (70 contact hours of instruction) 1/2 credit
Prerequisite: Introduction to Business
This course provides an introduction to the purposes, approaches and strategies involved in the successful promotion, marketing, and sale of products and services to the public and to special targeted client and customer groups. Major topics include:
- steps in starting a new business
- selecting locations
- budgeting
- the development of a business plan
- planning, conducting, and using market and customer research
- competitor identification and analysis
- product/service pricing
- advertising
- marketing risks
- product and service quality and delivery
- elements of customer satisfaction and loyalty
- competitive advantage.
As students progress through the course they examine real-life marketing situations and develop a marketing plan to achieve specified strategic market objectives. This course is recommended for students planning to pursue a career and college degree in business or marketing.
EXPECTED LEARNING OUTCOMES
Upon the successful completion of this course, the student will be expected to:
1. Define, explain, and demonstrate an understanding of basic marketing, market analysis, promotion, advertising, pricing, and strategic planning terms likely to be encountered as a business intern, employee, supervisor, manager, or owner of a business or as an executive in a corporation.
2. Develop or refine basic business strategy development and decision-making skills necessary to effectively, develop, promote, market, sell, deliver, and service manage products or services of value to the customer and profitability to the company.
3. Examine, explain, and demonstrate a practical understanding of when and how to use marketing processes and techniques such as:
(a) Goal, objective and strategy development
(b) S.W.O.T. Analysis
(c) Benchmarking
(d) Competitor Analysis
(e) Business Plan and Action Plan formation
(f) Channel management, distribution, and channel-member relationships management
(g) Market research methods and systems
(h) Statistical analysis including sampling, Likert Scales, semantic differential scales, behavior intention scales, data collection techniques, qualititative research, descriptive statistics.
(i) Market planning and outcomes planning and assessment.
(j) Warranties, guarantees, product mix, bundling, branding, positioning and image, penetration.
(k) Advertising, promotion, media selection and management, ROI, and public relations.
INSTRUCTIONAL MATERIALS:
1. Text: Marketing, 3rd Edition. James L. Burrow, South-Western/Cengage Higher Education, 2009. ISBN 13-978-0-538-44644-8
2. Instructor -provided Student Workbook/StudyGuide and Supplements
STUDENT SUPPLIES:
1. Assignment Notebook
2. Text and Working Papers
3. Pencils/Pen
4. Folder/Binder and Paper
5. Basic Calculator
LEARNING STRATEGIES:
Introduction to Business is conducted using a business-focused and results-oriented approach to learning. This means that students are expected to consider this course and its various learning activities as if they were job duties and important responsibilities for an employee in a business. Employees in a business are expected to be on-time, on-task, and consistently productive in achieving assigned objectives using acceptable business behaviors. We expect the same qualities in a business education student.
This course utilizes a variety of teaching methods including subject/skill area instruction, guided discussion, case and situation studies, PC-based learning modules, graded independent assignments, guided team and individual project assignments, and structured student business briefings.
Basic Course Requirements
1. Full and on-time attendance. Repeated or extended absences or tardiness resulting in the non-completion of course activities and requirements will cause the student to receive zero credits for the course.
2. Focused and productive participation in all classroom learning activities
3. Consistent and effective application of acceptable business behaviors
4. Respectful interaction with instructors, guest speakers, staff, and all class members
5. Responsible and careful use of equipment, materials, and classroom facilities.
6. On-time, complete, and competently prepared assignments.
7. Achievement of each course’s expected learning outcomes
Grading and Evaluation Procedures
Weekly Progress Checks. Each week, usually on Friday, there is an objective knowledge and/or skill-based chapter test of the student’s competency in each of the major principles, techniques, and processes presented in class during the week. This test is given a percent grade based on the number of correct responses.
Mid-Term and Final Examinations. At the end of the 9th week of the course there is an objective knowledge and skill-based Mid-Term examination of the student’s achievement of the expected learning outcomes for topics presented during the first half of the course. This test is given a percent grade based on the number of correct responses. At the end of the course there is a Final Examination covering the second half of the course... The Mid Term Examination and the Final Examination each has a final course grade value equal to two (2) chapter/weekly tests.
Marketing Project. Each student may create a comprehensive marketing plan for a specific product identified and/or designed by the student. The purpose of the project to enable the student to demonstrate understanding of basic marketing processes, procedures, and techniques in a typical business decision-making format. The marketing plan is developed independently by the student, prepared in corporate report format, and defended in a business-style presentation in class. The project is evaluated based on the extent to which the student has effectively applied course learnings. The marketing project replaces the semester final exam and is counted as two graded assignments.
Graded Assignments. Each graded assignment, independent or group, is given a numerical score based on the teacher’s assessment of the assignment’s overall completeness, accuracy, consistency with directions, and timeliness. These scores are assigned based on a defect-driven scale ranging from 100% (no defects) to 0% (missing or totally defective). We expect students to earn a score of 100% on each graded assignment.
Late Assignments, Tests, and Projects: Late assignments, including tests and projects, automatically receive a score that is reduced by 10% from the earned score for each day late. Assignments turned-in five days or more days late receive a score of 0%. In the case of late tests due to documented illness or other causes beyond the student’s control, the student must initiate arrangements for a make-up test within 2 days following the return to school. Failure to so will result in a test grade of 0%...
Acceptable Business Behaviors and Practices; All students in the business education program are expected to consistently demonstrate the practice of acceptable business behaviors in all aspects of course participation. Acceptable business behaviors include but are not limited to attendance and punctuality, dependability, responsibility, productivity, competence, attention to instructions and detail, respectful dealings with others, cooperation, and integrity. Students who do not consistently demonstrate acceptable business behaviors will receive a grade of 0% for this aspect of the course. This grade is documented in the student’s course grade record.
Computing the Semester Grade. The EDHS Grading Procedure Scale provided below will be used for the assignment of all letter grades.
Percent Range Letter Grade
100 – 95.5 A
95.49 – 93.5 A-
93.49 – 91.5 B+
91.49 – 88.5 B
88.49 – 86.5 B-
86.49 – 84.5 C+
84.49 – 79.5 C
79.49 – 77.5 C-
77.49 – 75.5 D+
75.49 – 71.5 D
71.49 – 69.5 D-
69.49 – 0 F
Weekly Learning Activities
The following is a description of typical weekly learning activities. This information is provided solely for the purpose of helping a student plan for study time and the accomplishment of assignments.
Mondays: Review the previous week’s learning and the results of the weekly
Progress Check test. Remedy any learning shortfalls. Begin new topics.
Begin assignments as directed.
Tuesdays, Wednesdays, and Thursdays:
Independent completion of study/homework assignments
Guided completion of in-class assignments
Guided completion of special individual and/or group assignments
Accomplish re-learning as required
Student presentations (as scheduled)
Fridays: All assignments are due.
Chapter Tests (see schedule below)
COURSE SCHEDULE
Tuesday 18 JAN 11 Course Overview
Inclusion Activity
Introduction to the text and materials
Learning Expectations, Requirements, Course Processes
Grading and Planning for Success
The Course Marketing Project
Week Of: Pre-Class Reading Assignment and Special Events
18 JAN 11 C-1 Marketing Today and Tomorrow
24 JAN 11 C-2 Socially Responsible Marketing
31 JAN 11 C-3 Marketing and Economics
C-4 Basic of Marketing
31 JAN 11 C-5 Market Research and Information
Test on Chapters 3-4-5
07 FEB 11 C-6 Marketing Starts with Customers, Understanding Consumer
Behavior
14 FEB 11 C-7 Competition, Competitive Advantage, Positioning
Test on Chapters 6-7
22 FEB 11 C-8 e-Commerce and Virtual Marketing
28 FEB 11 C-9 Developing a Marketing Strategy and a Marketing Plan
Test on Chapters 8-9
08 MAR 11 C-10 Developing Successful Products
14 MAR 11 C-11 Services Need Marketing
Test on Chapter 10 -11
21 MAR 11 C-12 Business-to-Business Marketing
C-13 Getting Products to Customers
Course Project Briefings (2)
28 MAR 11 C-14 Determining the Best Price
Course Project Briefings (2)
Test on Chapters 12-13-14
04 APR 11 C-15 Effective Promotion
C-16 Creative Advertising
Course Project Briefings (2)
11 APR 11 C-17 Selling
Course Project Briefings (1) H. Puls/T.Welter
Test on Chapters 15-16-17
18 APR 11 C-18 Global Marketing
C-19 Managing Risk
Course Project Briefings (1) J. Peacock
25 Apr 11 C-20 Marketing and Money
Course Project Briefings (1) R. Lange (2) S. Schultz
Test on Chapters 18-19-20
02 MAY 11 C-21 Entrepreneurship and Marketing, Developing a Business Plan
Course Project Briefings (1) T. Hilby (2) A. Dougherty / S. Ehrlich
09 MAY 11 C-22 Management Controls
Course Project Briefings (1) Jonah Puls (2) J.Puls / T. McLane
16 MAY 11 C-23 Careers
23 MAY 11 Course Summary and Closure
THE MARKETING PROJECT
1. Project Purpose and Scope
(a) The Marketing Project enables a senior to build and practice basic business skills in marketing a product or service. The Marketing Project takes the place of the semester comprehensive examination.
(b) The Marketing Project consists of two parts. These parts are the Project Report and the Business Presentation.
2. Project Due Date.
(a) Students select a date and time for their Project presentation from the available dates/times shown on the Project Briefing Sign-Up List. The sign-up list will be posted on the Business Education Bulletin Board adjacent to Room A-1. There will be no additional dates and times available other than those shown on the sign-up list.
(b) It is to your advantage to make an early decision on the briefing date and time since the dates nearer to the end of the course are quickly taken.
1. Project Option A. The Marketing Plan Project
(a) The Marketing Plan Project Report must be prepared in typed report format using single – spaced, 12 point Ariel font, 1 inch margin format, and may not be less than four pages in length. The Marketing Plan Project Report must contain the following information as a minimum:
- A detailed plan of action outlining in sequence each of the steps in the plan for marketing the product which the student has selected or designed. The plan of action must contain all of the key elements of a marketing plan as discussed in class and presented in the text.
- A list of the references and other secondary research sources that the student used to gather information for the developing the Marketing Plan. The textbook may be one, but not the only secondary source.
- A list of the primary research sources, if any, such as interviews with individuals/professionals knowledgeable about the product or market segment or other student-developed information such as statistical analysis data that the student used developing the Marketing Plan.
- A detailed outline of the student’s Marketing Plan presentation to the class.
- A copy of each Power Point or other visual display that will be used in the presentation in class.
(b) The Project Briefing must be consistent with the guidelines provided in paragraph 3 below.
2. Project Option B. Marketing Management and Decision-Making.
a. This option permits the student to complete a comprehensive analysis and report on one problem or issue presented in the Marketing Management and Decision-Making section in each of the text chapters. The problem or issue selected by the student must have the prior approval of the instructor.
b. Option B consists of two parts. The parts are the Project Report and the Project Briefing. The Project Report must address each of the issues, problems, or questions contained in the selected text section in a comprehensive and bottom-like oriented way. All requirements and aspects of the problem cited in the text must be fully satisfied. The report must be prepared in typed report format using single – spaced, 12 point Ariel font, 1 inch margin format, and may not be less than four pages in length. The Project Briefing must follow the guidelines described in paragraph 3 below.
3. The Project Briefing
(a) The student’s briefing to the class must be in business briefing style and be supported by Power Point or other visual displays. An effective business briefing typically uses 1 display for each scheduled minute of briefing time.
(b) The briefing length should be no less than 8 minutes or more than 10 minutes, exclusive of the interrogatory (audience questions and answer period).
(c) The briefing should evidence that the student has carefully planned and rehearsed the briefing to assure that the 10 minute maximum briefing time is used effectively.
(d) The interrogatory will take place after the student’s briefing. The audience will not be asking questions during the student’s briefing.
4. Evaluation and Grading.
(a) The student’s grade for the Consumer Education Project will be based on the instructor’s judgment of the student’s work in two critical aspects of the project as follows:
- The overall quality of the student’s written Project Report (refer to item # 4 above) in terms of completeness, relevance and importance of the information presented, the reasoning and judgment evident in the plan, the extent of secondary and primary research, accuracy of information presented, organization, and report preparation quality.
- The quality of the student’s Project Briefing content and organization, and the student’s responses during the interrogatory in terms of specificity to the questions, completeness, accuracy, and respectful interaction with the audience.