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Business Education (BS)

Hours — 60-78 Credit Hours
Effective Sep. 2017
Last Revision 9/30/2020
Holokai Category: Professional Studies

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Program
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Program Requirements


Business Content — 37 Credits

Business Core

Course Number Title Semesters Offered Credit Hours Prerequisites
ACCT 201 Introduction to Financial Accounting F, W, S 3.0
ACCT 203 Introduction to Managerial Accounting F, W, S 3.0 MATH 107, BUSM 230 and ACCT 201 w/C- or better for BUSM majors and B- or better for ACCT majors
BUSM 180 Introduction to Business F, W, S 3.0
BUSM 230 Business Spreadsheets and Modeling F, W, S 1.0
ECON 200 Principles of Microeconomics F, W, S 3.0 MATH 107
ECON 201 Principles of Macroeconomics F, W, S 3.0 ECON 200
MATH 107 Quantitative Reasoning F, W, S 3.0
MATH 121 Principles of Statistics F, W, S 3.0 MATH 106 or MATH 110 or MATH 107 or Pass BMQT or Score 24 on Math Section of the ACT or 590 on Math Section of the SAT

Advanced Content

Course Number Title Semesters Offered Credit Hours Prerequisites
BUSM 301 Business Finance F, W, S 3.0 ACCT 203, BUSM 180, 230, ECON 201, MATH 107, 121 all w/C- or better
BUSM 304 Principles of Marketing Management F, W, S 3.0 BUSM 180 and BUSM 320 w/C- or better
BUSM 310 Leadership and Management F, W, S 3.0 BUSM 180 w/C- or better, BUSM 320
BUSM 320 Business Communication F, W, S 3.0 BUSM 180 w/C- or better, ENGL 101
BUSM 342 Business Law and Ethics F, W, S 3.0 BUSM 180 w/C- or better, ENGL 101


Education — 23-41 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
EDU 212 Foundations of Education F, W, S 2.0
EDU 200 Human Growth and Learning in Schools F, W, S 3.0


    Recommended Electives:

    Course Number Title Semesters Offered Credit Hours Prerequisites
    HWST 101 Introduction to Hawaiian Studies
    (Required for Hawaii License Track)
    F, W, S 3.0
    EDU 340 Multiculturalism & Culturally Responsive Teaching through Sheltered Instruction
    (Required for International Track)
    F, W 2.0


      Course Number Title Semesters Offered Credit Hours Prerequisites
      SPED 300 Education of Exceptional Students F, W, S 3.0 EDU 200
      EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0 EDU 212 for Education majors only or TESOL 240 for TESOL majors/certs only
      EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
      EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312
      SCED 350 General Methods for Secondary Teachers F, W 2.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 430 Classroom Management in Secondary Contexts F, W 2.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 491 Observation and Practicum F, W 3.0 EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE
      SCED 492 Student Teaching F, W 12.0 Succesful completion of all preliminary courses including SCED 491


      Additional Program Requirements

      Application to the teacher education program must take place before professional year courses may be taken.

      Application deadlines: February 15 for those beginning professional year courses in fall semester. May 15 for those beginning professional year courses in winter semester.

      No grade below “C-” accepted.

      All courses in the Education major can be retaken one time to improve a grade lower than C-.

      If the second attempt is lower than a C-, the student will be removed from the major.


      Program Outcomes


      Upon completing a major in secondary education, students can demonstrate an understanding of these outcomes:

      1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
      2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
      3. Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
      4. Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
      5. Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
      6. Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
      7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
      8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      9. Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
      10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

      Admission to Program

      Admission to the secondary education program requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the dean or academic advisor for further details.


      The Discipline


      All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom-oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the teacher education program, with the capstone experience being student teaching for students working to teach in grades seven through 12 in public or private schools.

      The program provides the opportunity for prospective teachers to learn about the culture of the elementary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.


      Career Opportunities

      Students who complete the secondary education teaching program are eligible to teach in the United States as well as other countries. With a secondary education degree and experience as a classroom teacher, individuals may also pursue other career opportunities in education such as counselors, curriculum specialists, and administrators. Experience in any of those areas could then open other career opportunities at the higher education level in teacher education and administration. In addition, with a subject area content background, individuals are also prepared to enter into a content field. Non-teaching track students may also use the degree for graduate entrance or other professions requiring an education degree.