21st Century Instructional Guide for Career Technical Education
Sports, Entertainment, and Recreation Marketing Course
Business and Marketing Cluster
Sports, Entertainment, and Recreation Concentration
Title:
Sports, Entertainment, and Recreation Marketing (WVEIS 0434)
Standard Number:
ME.S.SERM.1
Essential
Questions:
Overview of Marketing
Students will develop an understanding of marketing.
How is marketing interconnected within the sports, entertainment, and recreation industry?
What is the economic impact of the sports, entertainment, and recreation industry in West Virginia
and the United States?
What are several ways that the student organization, DECA, can enhance the curriculum and impact
your career goals?
Students will
Learning Plan & Notes to Instructor:
discover the field of sports, entertainment, and Teacher should remain current on daily events
recreation marketing.
surrounding the sports, entertainment, and
recreation industry (SER). Read newspapers,
magazines and use the Internet as a valuable
resource.
Objectives:
ME.O.SERM.1.1
Bell Ringers:
 Each day use the first five minutes of class to
discuss a current news event that emphasizes
the sports, entertainment, and recreation
industry. Can use two available resources:
newspaper or internet.
 Use a sample 100 question Sports and
Entertainment test from DECA Images. Have
students answer five questions each day, which
can lead to a short discussion when checked.
The textbooks associated with this course are filled
with activities and case studies within each chapter
1
that will provide students with a vast array of
enrichment projects. These should be a vital
component of your curriculum. Also, welcome guest
speakers to share their professional expertise.
At any time throughout the course the teacher
should incorporate the DECA role play scenarios for
Sports and Entertainment Marketing into the
curriculum. This is an excellent way to provide
students with the co-curricular component of DECA.
Throughout the instructional guide teachers will be
informed that guided notes, enrichment projects,
and PowerPoints are available to obtain and use
with their lesson plans to enhance the curriculum.
The material will be labeled as Supplemental
Material. Please email
ksallada@kcs.kana.k12.wv.us to obtain the packet.
ME.O.SERM.1.2
recognize trends of sports, entertainment, and
recreation as an industry in the local, state,
national, and international arenas.
Use a graphic organizer to have students define the
three industries: sports, entertainment, and
recreation. In addition, students will continue to use
this instructional strategy as the lesson continues to
recognize the trends associated with the sports,
entertainment, and recreation industry.
Continue using the graphic organizer and have
students label trends associated with each industry.
Divide the students into groups of four and assign
each group a topic to brainstorm and report to their
classmates. For example: assign one group the
topic of identifying trends in the sports industry on
the local, state, national, and international arenas.
Another group can identify trends in the
entertainment industry, etc.
2
ME.O.SERM.1.3
characterize marketing.
ME.O.SERM.1.4
produce a chart of the marketing functions.
ME.O.SERM.1.5
determine the elements of the marketing mix.
ME.O.SERM.1.6
ME.O.SERM.1.7
assess the importance of the marketing
concept.
recognize the use of marketing positioning.
ME.O.SERM.1.8
examine the concept of a target market.
ME.O.SERM.1.9
compare types of marketing segmentation.
Group activity: Divide students into groups of two
and assign each group one of the seven functions
of marketing. Each group should prepare a
multimedia presentation using PowerPoint to
present to the class. The students’ presentation
should relate to how the functions directly affect a
business within the sports, entertainment, and
recreation industry. Students viewing the
presentations should create a chart and make
guided notes.
Each student can create a chart of the marketing
functions based upon information from the
presentations and their guided notes.
Marketing mix elements: product, price, place, and
promotion. Supplemental Material: the graphic
organizer is a great instructional strategy to use
during a lecture to enhance student learning.
Provide students with a variety of sports,
entertainment, and recreation related
products, companies, magazine advertisements,
brochures, and sales promotion strategies. Have
students list the ways the product can be
positioned.
Use the same samples and have students identify
the target market.
Market segmentation includes: demographics,
geographics, and psychographics. Have students
expand upon identifying the target market to include
market segmentation.
3
Standard Number:
ME.S.SERM.2
Essential
Questions:
Objectives:
ME.O.SERM.2.1
Promotion
Students will design a promotional campaign.
How does promotion increase sales in the sports, entertainment, and recreation industry?
What are the components of the promotional mix and its relationship to the promotional plan?
How does the media, including the paparazzi, impact the publicity within the sports, entertainment,
and recreation industry?
Students will
Learning Plan & Notes to Instructor:
examine the four elements of promotion.
This unit will have an enrichment project in which
the students will create a promotional campaign.
Supplemental Material: Creating a promotional
campaign for an extracurricular club or sport at your
respective school. Includes a descriptive outline of
step by step directions for the students to guide
them through the process.
Elements of promotion: advertising, publicity, sales
promotion, personal selling. Complete a graphic
organizer that charts the four elements of
promotion. Select a company, Nike, Walt Disney
World, etc. or an entertainer, such as Miley Cyrus,
and create a demonstration for the students on how
each element has been enhanced. For example:
How has promotion enhanced the career of Miley
Cyrus?
Advertising: Magazine advertisements, Disney
commercials for Hannah Montana, Walmart circular
with Hannah Montana products.
Publicity: Disney show, Hannah Montana, Friday
concert series appearance on the Today Show, and
the Vanity Fair article.
4
Sales Promotion: Walmart circular featuring a
Hannah Montana look-alike contest and the winner
receiving a $500 shopping spree.
Personal Selling: Salesclerk at Walmart sells a
Miley Cyrus shirt to a customer.
Have students use their own example and prepare
a chart that identifies examples for each element.
ME.O.SERM.2.2
recognize components of the promotional mix.
ME.O.SERM.2.3
develop a logo and slogan and its relationship
with a trademark.
ME.O.SERM.2.4
compare the types of advertising media.
Have students contact a local sports organization
(Little League) and design a recruitment flyer
announcing sign-ups. Students can participate in
DECA’s Advertising Campaign event.
Students will need to understand the difference
between the promotional mix and promotional plan
and how the two are interconnected. Have each
student select a product connected to the sports,
entertainment, or recreation industry. The student
should select at least two examples they would use
from each of the elements of promotion:
advertising, publicity, sales promotion, and personal
selling to promote the business. In addition,
students need to outline their promotional plan from
their promotional mix list and present to classmates.
Provide students with samples of company logos
and slogans. Students can design a new product for
an athletic company, such as new team apparel,
which will include the logo and slogan.
Advertising media: television, radio, newspaper,
magazine, outdoor, stadium signage, internet,
transit, specialty, etc. Supplemental Material:
guided notes.
5
ME.O.SERM.2.5
develop sales promotion strategies.
ME.O.SERM.2.6
recognize publicity and its role in creating a
positive or negative public image with SER
marketing.
ME.O.SERM.2.7
construct a press release.
ME.O.SERM.2.8
determine the role of selling in the sports,
entertainment, and recreation industry.
ME.O.SERM.2.9
point out the steps of personal selling.
Students will develop sales promotion strategies for
the enrichment project. Also, students may gain
additional practice for the DECA Team
Management Decision role-plays by completing an
enrichment project on a country club or a minor
league baseball team. Supplemental Material:
descriptive outline of step by step directions for the
students to guide them through the process.
Use current news events surrounding athletes,
celebrities, collegiate or professional teams, etc. to
identify samples of positive and negative publicity.
Discuss how negative or positive publicity can
impact a person, team, or company.
Provide students with a sample of a press release
and identify the major components. Students will
compose a press release in the enrichment project.
Guided lecture: Discuss the role of selling products
within the sports, entertainment, and recreation
industry.
Steps in the sales process:
1. Pre-approach
2. Approach
3. Demonstration
4. Answering Questions
5. Closing the Sale
6. Follow – up
Supplemental Material: Descriptive outline of step
by step directions for the students to guide them
through the sales process.
6
Standard Number:
ME.S.SERM.3
Essential
Questions:
Objectives:
ME.O.SERM.3.1
ME.O.SERM.3.2
Standard Number:
ME.S.SERM.4
Essential
Questions:
Objectives:
ME.O.SERM.4.1
ME.O.SERM.4.2
Sponsorships and Endorsements
Students will analyze the purpose of sponsorships and endorsements.
How can corporations justify spending millions of dollars on athletic endorsements in light of a
weakening economy in the United States?
How can a company create goodwill in order to offset negative publicity surrounding an athlete’s
exorbitant salary or does the public really care?
Students will
Learning Plan & Notes to Instructor:
analyze reasons for SER sponsorships and
Internet research: Assign each student a company.
endorsements.
The student should compile information on the
company’s sponsorship and endorsement of
athletes, collegiate or professional teams,
celebrities, events, etc. Upon completion, conduct a
guided discussion in which students share their
information. Tie in the essential question which
highlights the question concerning the millions of
dollars spent on endorsements and sponsorships.
critique the advantages, disadvantages, and
Create a graphic organizer outlining the advantages
legal issues of sponsorships and
and disadvantages of a business endorsing a
endorsements.
product, athlete, celebrity, collegiate or professional
team, or recreational event.
Legal and Ethical Issues
Students will access legal and ethical issues.
What is the difference between ethics, values, and morals?
How can unethical behavior have long term consequences?
Students will
Learning Plan & Notes to Instructor:
differentiate how laws impact the sports,
Use guided notes to help student understand the
entertainment, and recreation industries.
laws surrounding the sports, entertainment, and
recreation industry. The textbook you use will have
a chapter devoted to helping students understand
the laws. Pay particular attention to the chapter
activities and case studies.
examine the relevance of contracts in the SER
industry.
7
ME.O.SERM.4.3
ME.O.SERM.4.4
ME.O.SERM.4.5
ME.O.SERM.4.6
ME.O.SERM.4.7
Standard Number:
ME.S.SERM.5
Essential
Questions:
research salary caps within the sports industry. Internet Research: Assign each student a
professional team to determine the salary cap.
Student could also include the salaries of
professional athletes.
recognize legal implications of copyright and
Downloading music illegally has had a major impact
privacy related to the entertainment industry.
on the music industry. Use a search engine to
gather relevant information to enhance the lesson.
Divide the students into groups of four with several
groups defending why it is okay to illegally
download songs and movies from the Internet. The
other groups need to defend why it is illegal to
download and not comply with ethical behavior.
The groups will come together and use a debate
format to defend their conclusions.
examine legal implications of licensing of
trademarked products in the SER industry.
characterize ethics.
Guided lecture. Use a K-W-L graphic organizer and
have students list the terms ethics, values, and
morals. The student should write their definition of
the word (what they know). Next the student should
list what they want to know about the terms and
finally what they learned. The guided lecture and
discussion will be a lead in for the 4.7 CSO.
access the impact of unethical behavior within Writing Across the Curriculum – Students will
the sports and entertainment industry.
compose a one-two page paper on how the
unethical behavior of athletes and celebrities can
impact society, sponsorships, and endorsements.
The question: Should an athlete or celebrity be a
positive role model or should his/her private life
remain private?
Risk Management
Students will explain the importance of risk management.
What impact does risk have upon the sports, entertainment, and recreation industry?
How can the three types of risk: natural, economic, and human, economically impact the sports,
entertainment, and recreation industry?
8
Objectives:
ME.O.SERM.5.1
Students will
classify risks.
ME.O.SERM.5.2
analyze the importance of security and
insurance.
examine methods to prevent, reduce, control,
or transfer risks.
ME.O.SERM.5.3
Standard Number:
ME.S.SERM.6
Essential
Questions:
Objectives:
ME.O.SERM.6.1
Learning Plan & Notes to Instructor:
Use guided notes to help students classify the types
of risks and the role of risk management. This unit
will have an enrichment project in which the
students will understand the concept of risk, the
importance of security, and create ways to prevent,
reduce, control, and transfer risks. Supplemental
Material: Sample role play. Descriptive outline of
step by step directions for the students to guide
them through the process.
Students will create a security plan within the
enrichment project.
Use guided notes and lecture to inform students of
the types of methods that are used to manage risk.
Students will create ways to reduce risk within the
enrichment project.
Product Management
Students will explain the relevance of product merchandising and branding.
How does customer loyalty enhance a brand and a company’s image?
How do the components of the product mix enhance a customer’s buying decision?
Students will
Learning Plan & Notes to Instructor:
recognize the relationship between branding
Define branding and discuss how a brand can
and merchandising in the SER industry.
enhance a company or team’s image. Include:
brand recognition, loyalty, prestige, and reputation.
Students can compile a list of brands from various
categories: food, clothing, etc. that they use. Use
the list as a forum for a class discussion. Order the
DVD: Swoosh! Inside Nike: Exclusive Courtside
Seats To An All-Star Business Story from the NBC
store. Access online at www.nbcuniversalstore.com
9
ME.O.SERM.6.2
determine merchandising opportunities for a
SER event.
ME.O.SERM.6.3
compare food and beverage opportunities that
exist within the SER industry.
Standard Number:
ME.S.SERM.7
Essential
Questions:
Career Development
Students will research career opportunities in the sports, entertainment, and recreation industry.
What are the essential qualities and skills needed for individuals seeking a career in the sports,
entertainment, and recreation industry?
Why is important to have experience and education to enhance your career goal?
What skills are necessary to obtain employment within the different segments and management
levels of the sports, entertainment, and recreation industry?
Students will
Learning Plan & Notes to Instructor:
research sports, entertainment, and recreation The textbook you select will have a chapter devoted
career opportunities at the mentorship,
to career opportunities in the sports, entertainment,
internship, entry, mid-management, and upper- and recreation industry and will be an excellent
management levels.
resource for students to understand the different
career paths. Other resources include: Internet
research, industry guest speakers, interest/aptitude
surveys, field trips, Occupational Outlook
Handbook, and career books associated with the
industry.
Objectives:
ME.O.SERM.7.1
Group Activity: Students should select an event in
which they emphasize merchandise that could be
sold at a collegiate or professional game, concert,
golf tournament, etc. Students should prepare a
display board or multimedia presentation
showcasing the merchandise. Alternative
enrichment: students can design their own
merchandise or specialty advertising.
Group activity: Assign each group to a different
venue: stadium, coliseum, movie theatre, country
club, hotel, etc., and compile a summary that
identifies the on-site food and beverage
opportunities that exist. Summary could include the
following examples: on-site vs. contracted vendors,
menu items, beverages, mobile vendors, kiosk,
luxury suites, snack machines.
10
ME.O.SERM.7.2
ME.O.SERM.7.3
Standard Number:
ME.S.SERM.8
Essential
Questions:
research the education and training needed for
a sports, entertainment, and recreation
job/career.
compare career and technical programs,
colleges, and universities in West Virginia
offering a post-secondary degree in the sports,
entertainment, and recreation industry.
Use brainstorming, guided notes, and lecture to
help students identify the skills necessary to obtain
employment within the different segments and
management levels of the sports, entertainment,
and recreation industry.
Resources – Internet; catalogs; Occupational
Outlook Handbook; guest speakers; field trips
Compile a list of vocational schools, community,
and two-year and four year colleges and
universities in West Virginia that offer degrees
associated with the sports, entertainment, and
recreation industry. Also, include colleges and
universities in other states, such as Culinary
Institute of America, Johnson and Wales, Virginia
Tech, etc. Assign each student a school. Students
should use the Internet to access the school’s
website and compile information in relation to
tuition, program of studies, including coursework.
Have students create a PowerPoint that showcases
their assigned school to classmates with an
informative presentation. While viewing the
presentations, the classmates should use a graphic
organizer that permits the students to list important
highlights, especially tuition.
Participating in a Local Student Organization
Students will participate in a local student organization.
How does the current economic state of the economy affect your career goals, educational
opportunities, and employment opportunities?
Is an individual born with the characteristics of a leader or is it a skill that can be enhanced?
What are the qualities of a leader?
How can the student organization, DECA, significantly impact your leadership skills and
opportunities?
11
Objectives:
ME.O.SERM.8.1
ME.O.SERM.8.2
ME.O.SERM.8.3
21st Century Skills
Information and
Communication
Skills:
Students will
assess the purposes and goals of a local
student organization.
discover the benefits and responsibilities of
participation in a local student organization as
an adult.
Learning Plan & Notes to Instructor:
Teacher should expose students to the student
organization, DECA.
Students should have an opportunity to attend
DECA Fall Conference in October, NARCON in
November, State Conference in March, educational
field trips to New York City and Walt Disney World
in December, and National Conference in April.
demonstrate leadership skills through
Teacher should serve as the DECA advisor and
participation in local student organization
allow students the opportunity to participate in the
activities such as meetings, programs, and
student organization, DECA, in order to enhance
projects.
their leadership skills and educational
opportunities.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9
Student recognizes information The student should
Students will display
12.1.LS1
needed for problem solving,
participate in projectappropriate leadership,
can efficiently browse, search
based learning activities to communication, and
and navigate online to access
achieve the standard.
interpersonal
relevant information, evaluates Project-based learning
traits/behaviors in
information based on credibility, can include:
personal applications
social, economic, political
and collaboration with
and/or ethical issues, and
 Designing an
others. Students will
presents findings clearly and
advertisement, direct
use basic computer
persuasively using a range of
mail, or brochure.
operations to complete
technology tools and media.
 Creating a PowerPoint. tasks and projects.
12
21C.O.912.1.LS3
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
21C.O.912.1.TT4
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents
and other files to collaborate for
the creation of electronic
products that inform multiple
audiences both inside and
outside the school
environment.
 Designing a
commercial/video using
Windows Movie Maker.
 Participating in DECA
individual and
management
team decision
making role plays,
available through DECA
Images.
Students will utilize
and enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
Students will use
Microsoft Publisher,
Word, PowerPoint, and
Windows Movie Maker
software.
13
Thinking and
Reasoning Skills:
21C.O.912.2.LS3
21C.O.912.2.LS4
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Student visualizes the
connection between seemingly
unrelated ideas and
independently produces
solutions that are fresh, unique,
original and well developed.
Student shows capacity for
originality, concentration,
commitment to completion, and
persistence to develop unique
and cogent products.
The student should
participate in projectbased learning activities to
collaborate with team
members on using
creative thinking and
problem solving skills to
develop the most feasible
strategy for their case
study. Project-based
learning, including DECA
team management roleplays, can include:
 Designing an
advertisement, direct
mail, or brochure.
 Creating a PowerPoint.
 Designing a
commercial/video using
Windows Movie Maker.
 Project-based learning
and case studies. Have
students read and
present the case
scenarios for the DECA
individual and
management team
decision making role
Students will display
appropriate leadership,
communication, and
interpersonal
traits/behaviors in
personal applications
and collaboration with
others. Students will
use basic computer
operations to complete
tasks and projects.
Students will utilize
and enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
14
21C.O.912.2.TT2
Personal and
Workplace Skills:
21C.O.912.3.LS1
Student collaborates with
peers, experts and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
plays, available through
DECA Images.
The student should
participate in projectbased learning to
collaborate with team
members on using
creative thinking, and
problem solving skills to
develop the most feasible
strategy for their case
study. Project-based
learning, including DECA
team management roleplays, can include:
 Designing an
advertisement,
direct mail, or brochure.
 Creating a PowerPoint.
 Designing a
commercial/video using
Windows Movie Maker.
Students will display
appropriate leadership,
communication, and
interpersonal
traits/behaviors in
personal applications
and collaboration with
others. Students will
use basic computer
operations to complete
tasks and projects.
Students will utilize
and enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
Project-based learning
and case studies. Have
students read and present
the case scenarios for the
DECA individual and
management team
15
decision making role plays
available through DECA
Images.
Active participation in
DECA, by assuming
leadership in office,
attending state and
national conferences, and
community service
projects.
21C.O.912.3.LS2
21C.O.912.3.LS3
Student independently
considers multiple perspectives
and can represent a problem in
more than one way, quickly and
calmly changes focus and
goals as the situation requires,
and actively seeks innovations
(e.g. technology) that will
enhance his/her work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
16
21C.O.912.3.LS4
21C.O.912.3.LS5
21C.O.912.3.LS6
Student demonstrates ethical
Community service
behavior and works responsibly projects.
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively, and
monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project goal
and frames appropriate
questions and planning
processes around goal. Prior to
beginning work, student reflects
upon possible courses of action
and their likely consequences;
sets objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on the
project, student adjusts time
Student participates in
a community service
project.
17
21C.O.912.3.TT2
21C.O.912.3.TT3
21C.O.912.3.TT5
and resources to allow for
completion of a quality product.
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on technology
in the workplace and society.
Student models ethical
Adherence to county
behavior relating to security,
policy for Internet usage.
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Policy 2460-Safety and
Acceptable Use of the
Internet by Students
and Educators.
18
Learning Skills & Technology Tools
Entrepreneurship
Skills:
B
D
E
H
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Student understands concepts,
strategies, and systems
needed to interact effectively
with others.
Student understands concepts
and procedures needed for
basic computer operations.
Student understands concepts
and strategies needed for
career exploration,
development, and growth.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as they
engage in collaborative
work, decision-making
processes, operate
multimedia equipment,
and draw career
conclusions.
Evidence of Success
Students will display
appropriate leadership,
communication, and
interpersonal
traits/behaviors in
personal applications
and collaboration with
others. Students will
use basic computer
operations to complete
tasks and projects.
Students will draw
conclusions regarding
educational
requirements, job
duties, and salary
expectations in their
area of interest.
Culminating Assessment
Supplemental Material: Teachers and students will be provided with a detailed lesson plan and stepby-step guide with instructions for completing this project. Students should be divided into groups of
two. Each group will create a promotional folder for a client who is planning a dream vacation. The
students should present their client with the following:
 Brochure.
 PowerPoint
 Enhancement video using Windows Movie Maker software
 Itinerary
DECA Written Events
Student Portfolio
19
Links and Other
Resources:
Technical Skills Performance Assessment
Links and Other Resources
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
A*S*K Institute
www.ASKInstitute.org
Ballparks of Baseball
www.ballparksofbaseball.com
CareerOneStop
www.careeronestop.org
Career Voyages
http://www.careervoyages.gov/index.cfm
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Marketing Education Association
www.nationalmea.org
20
Marketing Education Resource Teaching Cite
www.marketingteacher.com
Marketing Education Review
www.marketingeducationreview.com
Marketing Education Teaching Ideas
www.knowthis.com/academic/marketinged.htm
MBA Research and Curriculum Center
www.mark-ed.org
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
National DECA
www.deca.org
National Retail Federation
www.nrf.com
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
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West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
Workforce West Virginia
https://www.workforcewv.org/
Contacts:
Contacts
Marketing Teachers: See Marketing/DCT Directory
Marketing Coordinator: Betty Sias, bsias@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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