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CTE Career Journeys – Marketing Manager

CTE Career Journeys – Marketing Manager

Abigail Hess

Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

The Career and Technical Education (CTE) Career Journeys series is aimed to shed light on current career trends as they align to student career clusters. In this series installation, we have interviewed Rustin Nethercott, a Marketing Manager in the Health Science career cluster. Rustin shares with us the career journey that lead him to his current role with GRIT. He dives into how his current role interfaces with other job functions, what he enjoys best about his position, the challenges of the job, how he expects the industry to change over the next decade, and advice for current high school students. This series also offers career outlook data collected from the U.S. Bureau of Labor Statistics. 

Interview information

Name: Rustin Nethercott

Title: Marketing Manager

Career Cluster: Health Science

Company: GRIT

Additional Career Highlight Information

Career Outlook: 6% increase (faster than average)

Average Salary: $135,900 per year

Education Needed: Bachelors Degree. Courses in business law, management, economics, finance, computer science, mathematics, and statistics are advantageous. For example, courses in computer science are helpful in developing an approach to maximize online traffic, by utilizing online search results, because maximizing such traffic is critical for the success of digital advertisements and promotions. In addition, completing an internship while in school can be useful.

*All career outlook data is collected from the U.S. Bureau of Labor Statistics

Question and Answer with Rustin Nethercott

Q: Describe your career journey, how did you earn your current title? Please include any required education, certifications, skills, or personal qualities you believe helped you achieve your current role. How did you decide this industry is where you would like to work?

A: I actually studied psychology back in school, only took one or two marketing classes, but I found myself pretty early on working for the [University of Vermont] Business school doing graphic design and helping them with marketing communications to start getting involved in the business world. I grew up in very rural Vermont, so business was a very foreign concept, so I had to learn on my feet. After graduating from UVM, I ended up packing all my dress clothes into a backpack and hitchhiking all the way to Boston with no job lined up or anything.

I made a list of every company I wanted to do marketing work for and pretty much went door-to-door talking to everyone I could until I luckily found a job and didn’t have to admit defeat

I ended up working at Constant Contact, an email marketing service provider, in a content marketing role creating collateral. It was work very much focused on helping people market their small businesses, not as much product-focused as general marketing. 

I loved the creation aspect, but I wanted to be a little closer to driving revenue, so I found a job at a start-up called Appcues in a Growth Marketing Manager role, which was more about owning the customer acquisition side of marketing, driving leads to sales and converting leads, which was less brand-marketing and more sales-marketing. I was hire number 28 and by the time I left, there were about 80 people employed.

After that, I spent some time consulting thanks to an amazing opportunity with this senior marketer whom I really respect. I worked under his wing for a year, learning as much as I could about marketing consulting. He then ended up introducing me to the company I am now at, GRIT. GRIT is an amazing company that designs, builds, and sells the GRIT Freedom Chair, an all-terrain manual wheelchair built out of mountain bike parts.

Once I got in touch with this group, a super small team of wonderful people, I absolutely loved it. I started as a consultant there and shifted to working full-time after a couple of months. Now, I’ve been there a year and run their marketing program, just trying to grow the company as much as possible. 

I was always fascinated with what we care about as people, what makes us feel connected, and what provides meaning to us. Marketing gave me a chance to work in the business world but still not abandon the ideals of connection and being person-centric. I think really good marketing should feel really good to the person consuming it as well. It should make them feel more understood, which is what I was always fascinated with in the study of psychology, what makes people feel recognized and less existentially isolated. My goal is to do that with marketing as much as possible.

Q: How does your role interact with others? (co-workers, customers/patients/clients, other companies/organizations, and the community?)

A: We’re a very small team with about 6-8 people so we all work very closely together. Right now, we are trying to create a bit more organizational structure as we continue to grow, to avoid the “too many cooks in the kitchen” dilemma. We are all trying to solve problems and we want everyone contributing who we think could help solve that problem. Every day is in a state of collaborative flux; we can get together and have a super casual conversation in which we’re trying to solve something. Often, the issue at hand isn’t in one person’s domain but because they may have valuable and relevant experience and perspective, they always get looped into the conversation.

We’ve done a bit of co-marketing and partnerships. We’re in an interesting industry where there are not that many people doing what we do in the way that we do it. We sell directly to the consumer which is very different from the way most of the industry operates with distributors. So, because the other businesses’ models haven’t developed the brand in the way we have focused on, there is not as much overlap in terms of the market as you’d think. We do work a lot with partnerships, for example, we have a contract with the VA (Veterans Administration), we work with state and national parks to help get chairs there, and other programs as well.

Q: What do you like best about your current role?

A: I just love problem-solving. I love being able to solve problems in a lot of different areas. For me, because I am a team of one (aside from managing a few freelancers), it’s mostly just me in it trying to solve marketing problems. It means that every day, I’m going to be solving a hundred different problems in a hundred different areas. The parts of my brain I get to use are very different depending on what problem I’m solving. I do a lot of operational and analytical thinking going through data and going through our building systems, but then I get to take a break from that and write copy for a few hours or do some graphic design, or talk to customers, or brainstorm with team members. It’s an awesome way I can utilize all these different parts of myself that I really like without one becoming stale or one that I have to base my entire identity around.

Q: What kind of challenges do you come up against in your current role?

A: You’ve got to be pretty scrappy when you’re a small company. I have been at big companies with big budgets, but where we are here, we’ve got to make the most of what we have. That means in terms of how much we spend, our bandwidth, hours in the day, etc. I also think that the challenges are more fun because we are selling a very different product in a very different way than most people.

My background is in software, and it’s great that I’ve gotten that experience, but I pretty much had to throw out that whole playbook as soon as I got here. There’s not a lot of equivalencies in terms of our work that’s being done especially in Boston, which is so SaaS and B2B focused. We can see what other people are doing and I can talk to some of my connections to get suggestions, but I am in a unique position that I’m kind of here alone. I have to make things up as I go along, we’ve got to move quick, we’ve got to break a lot of things, and we’ve got to try a lot of things that just don’t work. I think when you give yourself the freedom to make those mistakes, and when you base success around learning rather than set metric success every single time, it opens the door to so much more information. I’d rather launch a campaign that didn’t necessarily hit it out of the park but learn so much and apply it later to 10 different campaigns rather than winning and not knowing why. So, it’s never going to be easy and you’re rarely going to have a layup of a day where you drive so much revenue without trying, but it’s always going to be a day full of problems that I enjoy solving.

Q: How do you expect your role or industry to change over the next decade? The next few years?

A: In my space of performance marketing and demand/growth, automation is getting so good. All of these tools and ad platforms are being able to run themselves and that’s only going to get better. But I think rather than putting anyone out of work, it’s just shifting the skillsets people need to a slightly higher level. So, rather than knowing how to manually set the right bids on an ad, you have to know the overarching strategy. A little less tactics and a little more strategy is where a lot of people are going to have to direct their careers.

Q: What advice would you give a high school student who is interested in working in your industry?

A: Don’t stress too much about what major to choose – while people do like to still see the credentials (although you are getting that less and less, especially in marketing), any major is about as good as any other, in my experience. I majored in Psychology and it’s never held me back–people don’t really care or ask why I didn’t study marketing, but I would say it is a very hard industry to go into without any experience.

It’s a classic catch 22, you need experience to get experience. To get an entry-level job without ever having an internship in something marketing-related is going to be very difficult. I’d say if someone won’t give you an internship, create one. Create your own blog, create your own website, do your own SEO, design the thing yourself, write the thing yourself, don’t wait for someone’s permission to start doing marketing. You don’t need that. You can create your own stuff, you can grow your own following and social accounts, that’s the amazing thing now that we no longer really need people to hold the doors for us. The barriers can be overcome by yourself.

You don’t necessarily need a college degree to learn, you can always look for ways to improve yourself online because there are so many amazing courses for free. You just have to start. It’s an industry where you should always be looking for ways to improve yourself and you should have fun doing it. I always prioritize improving my skill set and getting better at what I do. You’re going to end up a better marketer that way in the long run. Prioritizing your own learning and growth over salary is what really ends up paying off.

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3 Steps to Successfully Aligning your Career & Technical Education Pathways to Emerging Careers

3 Steps to Successfully Aligning your Career & Technical Education Pathways to Emerging Careers

Abigail Hess

Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

*This post summarizes the key points and lists all direct links to resources, data, and graphs presented in the Emerging CTE Pathways: High Pay, High Growth Careers that start NOW! Webinar from October 2020. Watch the recording here.

While it may be easy to quickly look up surveys like the 2018 OECD Study of 15-year old “Dream Jobs” worldwide or the bi-annual National Society of High School Scholars Career Survey, or many others to get a handle on the kinds of jobs teenagers think they want to work toward, Career and Technical Education programs are directed by Perkins V to think about the needs of the national economy and emerging workforce. CTE programs may begin in 6th-9th grade, providing career exploration curriculum and activities that need to predict industry trends 6-10 years in advance when these students will actually enter the world of work.

In addition to fortune-telling, CTE administrators need to FIRST engage students in a career pathway and keep them in it for their high school career. The OECD PISA Survey of 2018, recorded that out of 600,000 15-year-olds around the world, students were much more likely to agree that school will help them get a job if they spoke to a career advisor at their school. Speaking to someone about their career plans more than tripled the students’ chance of agreeing that school will help them get a job than students who completed an internship but did not speak to a career advisor.

Therefore, to successfully choose course alignments and career pathways for CTE programs, we need to be able to:  

  1. Anticipate the Future
  2. Set up your Programs for Perkins Funding Success
  3. Encourage the Career Journey

Anticipating the Future

Anticipating the Future requires being in touch with local industry partners as well as up-to-date on national CTE education and U.S. Bureau of Labor Statistics Employment information. We can’t rely on one set of information as the Perkins Data Explorer tracks CTE Concentrator Enrollment and not necessarily total enrollment or interest from students in CTE and CTE-related courses. While Labor Statistics must be extrapolated to state and regional needs and take into account wages, growth rate, job openings, risk of replacement due to automation, and emerging industry needs.

Recent trends show that three areas are meeting most if not all of the job outlook information CTE administrators search for AND are aligned with growing student interests:

  • • STEM means many things, and in CTE, it most often means Engineering courses as it’s own career cluster. The Department of Education CTE Data Story from 2017 highlighted that 35% of CTE Concentrators were in the STEM cluster and STEM-Related Clusters (including Health Science, Agriculture, Food, & Natural Resources, and Information Technology). STEM-related jobs have extreme job growth and an increasing need in our economy from Computer Science Programmers, to Biotechnologists, Engineers, and Sustainability Designers.
  • • Computer Science has been growing for years as many states add Computer Science requirements, offer it as math or science core credit, and fund teacher professional development to add coding and programming courses. Code.Code.org has extensive data on the changing policies state-by-state. In the Summer of 2019, Texas passed HB 963 which instructed the Texas Education Agency to consolidate their Technology Applications programs (core Computer Science) with the CTE Information Technology program to remove duplicative courses and get Computer Science the same funding weight as CTE. We may see more states gaining IT students by combining Computer Science and CTE Information Technology programs in the future.
  • • Energy is being heralded as the 17th Career Cluster, as more states add it to their CTE programs. To date, California, Florida, Georgia, Texas, and Virginia all have their own “Energy” Career Cluster, while other states have added it as a new Career Pathway beneath other Clusters as Colorado has with Agriculture.

Setting up Programs for Perkins Funding Success

Setting up Programs for Perkins Funding Success entails an understanding Perkins V, which was re-signed into law in July 2018. However, CTE administrators can safely build out their programs knowing they will help meet Perkins Indicators if they focus on the following questions for each of their Career Pathways:

Each state may very well have tools to help districts offer these pieces of their programs, from state listings of careers that meet the state’s threshold for high-skill, high-wage, and in-demand like Nebraska’s h3 site, to approved industry certification or credentials lists (Ex. Florida CAPE List), to nontraditional occupations resources (Ex: Kansas DOE) and WBL planning tools (Ex. CareerWise Colorado). Some key national tools to use for any state are linked in the list above.

Keep in mind that many industry certifications are too-high a level for High School CTE students, even focused and engaged ones, and may have age restrictions. When looking for industry certifications to align to your courses and programs, consider the following questions:

  • • Can students take this certification in high school? (under age 18)
    • How many testing sessions will it take
    • Will the teachers get feedback to help improve their courses?
    • Is the certification stackable or a good indicator of “door opener” certifications students may earn after high school?
    • Can that certification explain its value/the skills competency from brand recognition and on the certificate itself?

A great resource to start thinking about industry certification is to check our Industry Certification Brochure to see which industry certifications our titles and digital resources align to and how MindTap, the online solution for CTE courses, which offers virtual simulations, practice questions, and more to prepare students for their exams.

Encourage the Career Journey

There are many ways to Encouraging the Career Journey for students from offering a more robust and hands-on career exploration curriculum, to virtual simulations, or in-person work-based learning experiences and Career and Technical Student Organization (CSTO) competitions. But one way that is easy to add to conversations with a work-based learning advisor or career counselor is to offer Professional Role Models for students that they would otherwise never have met in their personal lives. CTE teachers are used to incorporating their own real-world experiences and offering job shadowing in-person or virtual class speakers, or interview projects as part of the student’s grade. National Geographic Learning, a part of Cengage CTE curriculum almost always includes in-text and digital features with the goal of offering real-world experience and a professional perspective for students to truly understand what it’s like to work that job.

Videos, virtual simulations, or branching, decision-making scenarios are often integrated into MindTap, the online learning solution for CTE courses to offer some real-world experience from the pros. This ExploreInside Blog is now offering a new series of blog posts called the CAREER JOURNEYS blog series that highlights real professionals in careers aligned to the 16 (soon to be 17) Career Clusters, with O*Net Career Outlook information as well as their answers to the following questions:

      1. Describe your Career Journey (including education, certs, skills, or personal qualities that led to your job)
      2. How does your role interact with others?
      3. What do you like best about your role?
      4. What challenges do you have?
      5. How do you expect your role or industry to change?
      6. What advice would you give a high school student?

With Career Journeys, we hope to expose more professionals to the CTE student journey and more CTE students to real-world examples of what it’s like to train for find and work in modern careers with an eye to the future changes coming our way.

Examples of textbook features that highlight the professional’s voice, career journey, or advice.

WATCH the October 8th webinar where I investigate the top Career Pathways offered in Middle through High School that lead to high paying, high growing jobs. From an exploration of public data from the Department of Labor and published Career Education trends, to recorded interviews of real-world professionals on the job, and conversations with hundreds of teachers—learn about emerging opportunities for updating, changing, or rebuilding CTE Career Pathways. This session focuses on recommendations that are in line with Perkins V Performance indicators by highlighting Secondary Career Pathways and emerging courses that offer opportunities to encourage students to achieve CTE Concentrator Status and engage in Work-Based Learning experiences.

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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Emerging CTE Pathways: High Pay, High Growth Careers that start NOW!

Emerging CTE Pathways: High Pay, High Growth Careers that start NOW!

From an exploration of public data from the Department of Labor and published Career Education trends, to recorded interviews of real-world professionals on the job, and conversations with hundreds of teachers—learn about emerging opportunities for updating, changing, or rebuilding CTE Career Pathways. This session focuses on recommendations that are in line with Perkins V Performance indicators by highlighting Secondary Career Pathways and emerging courses that offer opportunities to encourage students to achieve CTE Concentrator Status and engage in Work-Based Learning experiences.

Abby Hess

Product Marketing Manager,
Career and Technical Education
National Geographic Learning | Cengage

Join the National Geographic Learning, a part of Cengage, CTE team as we investigate the top Career Pathways offered in Middle through High School that lead to high paying, high growing jobs. From an exploration of public data from the Department of Labor and published Career Education trends, to recorded interviews of real-world professionals on the job, and conversations with hundreds of teachers—learn about emerging opportunities for updating, changing, or rebuilding CTE Career Pathways. This session focuses on recommendations that are in line with Perkins V Performance indicators by highlighting Secondary Career Pathways and emerging courses that offer opportunities to encourage students to achieve CTE Concentrator Status and engage in Work-Based Learning experiences.

In this webinar replay, you will learn how to:

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CTE Career Journeys – Digital Designer

CTE Career Journeys – Digital Designer

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

The Career and Technical Education (CTE) Career Journeys series is aimed to shed light on current career trends as they align to student career clusters. In this series installation, we have interviewed Stephanie Cwalina, a Digital Designer in the Arts, A/V Technology & Communications career cluster. Stephanie shares with us the career journey that lead her to her current role with Eaton Vance. She dives into how her current role interfaces with other job functions, what she enjoys best about her position, the challenges of the job, how she expects the industry to change over the next decade, and advice for current high school students. This series also offers career outlook data collected from the U.S. Bureau of Labor Statistics. 

Interview information

Name: Stephanie Cwalina 

Title: Digital Designer

Career Cluster: Arts, A/V Technology & Communications

Company: Eaton Vance

Additional Career Highlight Information

Career Outlook: 3% (Slower than average)

Average Salary: $50,370 per year

Education Needed: Bachelors Degree in Graphic Design or a related field. However, people who have a bachelor’s degree in another field may complete technical training in graphic design to meet most hiring qualifications.

*All career outlook data is collected from the U.S. Bureau of Labor Statistics

Question and Answer with Stephanie Cwalina

Q: Describe your career journey, how did you earn your current title? Please include any required education, certifications, skills, or personal qualities you believe helped you achieve your current role. How did you decide this industry is where you would like to work?

A: I received my BFA in Graphic Design and Digital Arts. I started going to school for Graphic Design, where I ended up taking some of the Digital Arts courses as electives. I really enjoyed them, which encouraged me to double major. Digital Arts includes courses like 3D animation, 2D animation, and web production whereas Graphic Design is more of a broad discipline where you can do anything from print to web to digital.

After college, I worked as a magazine designer for three years before deciding to go into marketing design, because there were many job opportunities and it was a strong sector to work in. The cool thing about marketing is that almost any company has a marketing department. So you can work in pretty much any industry. So far, I’ve worked in tech, education, and am now in the finance industry. It’s been helpful to have such a broad range of experience and has allowed me to work on a wide range of projects.

Any job requires soft skills, but for designers, being able to collaborate and communicate with a broad range of teams is essential. From the very beginning of a project, it is important to speak with your coworkers or clients to understand what they expect from their creative request. Then when you receive edits or feedback, later on, you will need to be able to work together to get to the root of what they really want out of the project and collaborate for the best outcome.

Being able to accept criticism is also a huge part of being a designer or working in any creative field. There will be times when clients do not like your work, so you have to develop a very thick skin. It’s important to be able to analyze and take something constructive from whatever they say and to use that to create something better or more in line with what they are looking for.

Q: How does your role interact with other others? (co-workers, customers/patients/clients, other companies/organizations, and the community?)

A: There’s often a lot of collaboration within a design department depending on where you work. Design teams push each other to do better work and feed off of each other’s ideas. In marketing, I primarily work with writers and marketing managers, who are basically my clients. Often as a designer, it will improve your work to collaborate with the writer because sometimes their headline might inspire you to design something a certain way or the reverse, you might want them to modify some of their message to better fit your design. So that back and forth with writers is especially important so that you are doing work that complements each other.

Q: What do you like best about your current role

A: It’s a nice and collaborative environment and I have friendly co-workers, which really helps make it fun to go into work every day.

Q: What kind of challenges do you come up against in your current role?

A: I think a big challenge with design is that it’s subjective. There are, of course, general design rules regarding things like readability. However, when designing a project from scratch, there is often no one “right” answer, which can make it easy to second guess yourself.

Q: How do you expect your role or industry to change over the next decade? The next few years?

A: To start, design trends are continuously evolving, and that’s never going to change. It’s impossible to know which aspects of today’s design will look dated in the future and which will stay relevant, but it’s important for designers to pay attention to what is trending to make sure that our work stays fresh.

Additionally, as technology changes, digital design will always be changing along with it. For example, when I first started to learn web design, we were primarily viewing websites on our computers. The designer essentially only had to design one view of the website, and it was a much simpler process. Now we view websites on our computers, phones, tablets, etc., so web design involves designing the same page multiple times for different devices and aspect ratios while making sure that you have a design that is consistent and successful on each device.

There’s no way to know what new technology will be created in the future, but it is certain that as technology evolves, design and the design process will have to evolve with it.

Q: What advice would you give a high school student who is interested in working in your industry?

A: Don’t be afraid to experiment and start learning. It can be discouraging if your work isn’t groundbreaking right away, but the more you design and play around, the better you’ll get. Some of the best designs I’ve created took a lot of time and analysis before I was able to get them to work. 

I would also suggest looking for design inspiration in different places: read a design magazine or find a brand that you think is effective and look at their website or follow them on Instagram to see the posts they put out. It’s important to know what’s trending and to analyze the work of others to figure out what makes that awesome design work.

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CTE Career Journeys – Marketing

CTE Career Journeys – Marketing

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

The Career and Technical Education (CTE) Career Journeys series is aimed to shed light on current career trends as they align to student career clusters. In this series installation, we have interviewed Francesca Quinn, the Global Head of Marketing Technology in the Marketing career cluster. Francesca shares with us the career journey that lead her to her current role with the Cloud Communications Division of NTT. She dives into how her current role interfaces with other job functions, what she enjoys best about her position, the challenges of the job, how she expects the industry to change over the next decade, and advice for current high school students. This series also offers career outlook data collected from the U.S. Bureau of Labor Statistics. 

Interview information

Name: Francesca Quinn 

Title: Global Head of Marketing Technology

Career Cluster: Marketing

Company: Cloud Communications Division of NTT

Additional Career Highlight Information

Career Outlook: 8% growth (faster than average)

Average Salary: $132,620 per year

Education Needed: Bachelor’s degree. “Courses in business law, management, economics, finance, computer science, mathematics, and statistics are advantageous. For example, courses in computer science are helpful in developing an approach to maximize online traffic, by utilizing online search results, because maximizing such traffic is critical for the success of digital advertisements and promotions. In addition, completing an internship while in school can be useful.”

*All career outlook data is collected from the U.S. Bureau of Labor Statistics

Question and Answer with Francesca Quinn

Q: Describe your career journey, how did you earn your current title? Please include any required education, certifications, skills, or personal qualities you believe helped you achieve your current role. How did you decide this industry is where you would like to work?

A: The role I hold didn’t exist 20 years ago or even 15 years ago. I actually have a major in cellular/molecular biology. But after school, decided I wasn’t ready to settle into a laboratory. So, after school, I first worked in a research company managing data for medical research projects. There I discovered a love for data and analytics. However, it took me another 3 years, a cross country trip, working in a few startups and the internet bust of the early 2000s to finally go back to school. 

I earned a certification in client/server programming and began a teaching fellowship in database development. In 2005, I took a business course at a marketing agency building out calling databases and routines for marketing initiatives. I did that for three years for work being executed globally. When our London office grew to a point that they needed someone doing this for them fulltime, I raised my hand and relocated to London. Around this time, my company partnered with an up and coming organization called Eloqua (now owned by Oracle and leader in their industry). This company focused on marketing automation and delivering personalized marketing experience using the digital body language of prospects as they interact with your web and email collateral. My company needed someone to learn this tool and given I was their technology person, I was trained to do so. I then began delivering and executing end to end automated marketing campaigns for a host of clients, while also still building and cleaning databases. 

Eventually, the work grew and I became Head of Technical Services for their EMEA team with 5 people reporting to me. At some point in 2012, after almost 8 years with this company, it was time for me to move on. I accepted the position of Marketing Automation Manager for Arkadin (now Cloud Communications division of NTT) looking after their instance of Eloqua and training and supporting their marketing team on the use of the tool. 

As the industry grew (there are now more than 7000 marketing technologies on the market), so did my role. The rise of the marketing technologist began and I was at the forefront with my company. I now look after the entire marketing technology stack. I review technology for risks and to ensure they meet business needs. I work with IS/IT on integrations so we do not create silos of data. I work with marketing teams to help them source the best technologies to meet their business needs and I own vendor relationships. In addition, I help guide the business of marketing strategy, process building, and resource training to ensure we get the most out of our investment. This role is relatively new to the business but is starting to be seen in many larger organizations. Universities are now offering classes specific to marketing technology and the role it plays in business. At this point, there are still only a few of us and many have similar circuitous pathways in their journeys to here but soon this will be a more common role in all businesses. It is perfect for those who love technology, data, and also the creative side of marketing.

Q: How does your role interact with other others? (co-workers, customers/patients/clients, other companies/organizations, and the community?)

A: I work with people all over the world. My current role allows me to work from home but it can also be an office-based role. I have a team that sits in London that reports to me and we have internal stakeholders based in Atlanta, Chicago, Paris, London, Singapore, Melbourne, and more around the world. I am often on calls with VPs of Marketing and Sales as well as with Sales operations and marketing operations teams and our local and regional marketing teams. I also spend a lot of time working with various IS teams, especially our SalesForce team in providing good customer service to our business end-users.

Q: What do you like best about your current role?

A: It always challenges me. Things are ever-changing in the marketing technology space. New tools come out every year. Other tools consolidate or deprecate. So I have to keep learning in order to make sure I am on top of the industry. I also love that it gives me a chance to work with some many teams globally.

Q: What kind of challenges do you come up against in your current role?

A: A lot of people still don’t understand what marketing technology is for or what my role does. Often people view tech as the way to solve all problems at the push of a button. And tech is often blamed when things don’t work. However, it is really a three-pronged approach of people, process, and technology that allows us to be successful. There first two being the most important. This means onboarding and successful adoption can make or break a new tech. I have had things fail because the processes didn’t exist or the people weren’t ready for a new tool. This can be frustrating and there is a lot of teaching involved. However, it is also what I love. When we make things work and everyone aligns together on a process, it is very rewarding.

Q: How do you expect your role or industry to change over the next decade? The next few years?

A: This industry is only going to grow. Marketing technology will have peaks and troughs but it will also continue its upward trajectory. New challenges like GDPR and other privacy regulations or the rise of Artificial Intelligence will mean the industry needs to reinvent itself again and again. Having someone who understands and can guide a business on the ever-shifting landscape is becoming more necessary, not less.

Q: What advice would you give a high school student who is interested in working in your industry?

A: Don’t just study marketing or technology. Study both. Take classes around data management, analytics, and reporting. Understand why data underpins everything that marketing does now. Understand marketing campaigns and customer journeys and experiences. This role is still so new that you may not find courses strictly on it but learning the two specialisms together will set you up nicely for finding a role post-college. I have often hired people because they understood marketing data and then taught them the technology.

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What can I do on a Chromebook? (for Microsoft Office® courses)

What can I do on a Chromebook? (for Microsoft Office® courses)

Abigail Hess

Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

Teaching Microsoft Office® on a Chromebook is not ideal, but thousands of teachers are forced to teach this software course on machines that can’t download the software due to e-learning models this year. Luckily, Cengage offers tools that make learning Microsoft Office® and preparing for Microsoft Office Specialist and Expert exams possible this year including Office ONLINE projects, Microsoft Office® simulations, and Digital Literacy skills.

The problem – no hard drive means no downloaded Office 365, 2019 or 2016 access.

Traditionally, Microsoft Office® courses are taught in a business computer lab, usually using PCs or Mac desktop computers. As more and more school districts adopt one-one Chromebooks, administrators may not foresee how this impacts technology and business applications education. By definition, Chromebooks do not have a hard drive and cannot download the full versions of real-world software students would likely use in college or their future careers. For Microsoft Office® teachers, this means their students can only access about 10% of functionality they usually could on a desktop or PC. Chromebooks can provide access to Office Online, the browser-based version of the software, but not the full versions of Office 365, 2019, or 2016.

But, 10% functionality doesn’t mean students can only complete 10% of the course.

Luckily, Cengage’s two digital platforms for Microsoft Office® mastery offer a realistic simulation of the software with auto-graded tasks aligned to Microsoft Office Software Certifications through the specialist and expert levels. Even on a Chromebook, students can access Cengage powered:

• Interactive eBooks for Shelly Cashman, Illustrated, or the New Perspectives series with annotation & study tools.

  • • SAM-powered Training & Exam Simulations: These offer a realistic, fully explorable simulation of Microsoft Office® Excel, Word, PowerPoint & Access with embedded direction and videos, for students to practice new skills aligned to MOS exams, as well as “Apply” modes where they prove their skills without the help, grading for any available method to complete the task (keyboard shortcut, toolbar, etc.)
  • • MOS Certification Exam Simulations: These simulations offer a realistic MOS exam test-taking experience for the Associate levels of PowerPoint & Access and Associate & Expert levels of Word and Excel within the fully explorable simulations of the software. Students prove skills in a timed environment with mini case problems similar to what they will see on the MOS exam, aligned to MOS tasks.
  • • NEW! 8 Office ONLINE auto-graded SAM Projects have been added to Office 2019 Cengage courses that offer auto-graded projects that work with the free, ONLINE version of MS Office Word, PowerPoint and Excel. These projects were designed to address the needs of students who only have access to Chromebooks, or don’t have the ability to access full MS Office software while at home.

*These projects will NOT be automatically added to the MindTap Learning Path.  Instructors will need to use +Add / Create and search for “Office Online”. Teachers can watch this video to for steps to add the Online Projects to your MindTap course as well as other updates from the July 25th release.

Business Applications should be supplemented with Digital Literacy Skills that will improve the online learning experience.

Cengage courses include access to additional digital literacy content crucial for today’s learner and business professional that are fully compatible with Chromebooks.  Technology for Success offers an entire course of digital literacy content INCLUDED in Cengage Office 2019 online courses or as a standalone course. Supplement and enhance business applications courses video-based trainings & exams as well a Critical Thinking Challenges that offer auto-graded branching scenarios, including one on using video conference solutions and another on digital privacy and security.

Digital Literacy content is available for the following modules for Office 2019 courses:

  • • Module 1: Impact of Digital Technology
    • Module 2: The Web
    • Module 3: Computer Hardware
    • Module 4: Operating Systems and File Management
    • Module 5: Software and Apps
    • Module 6: Security and Safety
    • Module 7: Digital Media
    • Module 8: Program and App Use and Development
    • Module 9: Web Development
    • Module 10: Networking
    • Module 11: Digital Communication
    • Module 12: Digital Transformation: Cloud, E-commerce, and Artificial Intelligence
    • Module 13: Databases
    • Module 14: Digital Ethics and Lifestyle

Real-world, branching scenarios are auto-graded and perfect for video discussions.

*Ask your Sales Consultant about options for Microsoft Office® and digital literacy online solutions for a review copy, online trial, or a quote.

Related posts: Why teach Office 365? And Corinne Hoisington’s webinar, “Why Teach Office 365 (and not Google Only) in your Business Class?

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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Why Teach Office 365?

Why Teach Office 365?

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

Many of our business and computing teachers have been asked to consider changing what they teach for business applications with many schools adopting Chromebooks and other digital devices. How can Microsoft 365 can be used in the classroom and for e-learning? What technology skills are the most crucial to prepare students for college and careers? There is no one better to talk about these things with us than our author, Corinne Hoisington. Corinne is a full-time professor of Information Systems Technology at Central Virginia Community College in Lynchburg, Virginia, with more than 25 years of teaching experience.

WATCH author and Computer Science Professor/Teacher Corinne Hoisington walk through some amazing new features of Microsoft 365, the data behind why students need Microsoft Office skills, options for districts to purchase, how to engage business applications students, and much more in her virtual webinar: Why Teach Microsoft 365 (and not Google Only) in your Business Class? with Corinne Hoisington.

Below are key points and links from her presentation.

1. Cengage CAREs White Paper on student readiness for college digital literacy skills

On a basic technology skills test including skills like renaming folders or adding an attachment to emails, the average score for rising college freshman as a 44%, while 87% of students said they never learned any Microsoft Office skills outside of class.

computing skills

“Millennials struggle to use digital tools and networks to solve relatively simple problems…We need to challenge the assumption that students are digital natives, so colleges can better serve them.” –Corinne Hoisington, Central Virignia Commuity College

2. Microsoft Certification for Teachers and Students:

  • • Become a Microsoft Certified Educator — Available for Office 2019 and Office 365, when students pass 3 Associate Exams, they are awarded the Microsoft Office Specialist: Associate certification. When they earn that tile and pass three additional Expert Exams, they are
  • • Get your Students Certified with Microsoft Office Specialist (MOS) — Available for Office 2019 and Office 365, when students pass 3 Associate Exams, they are awarded the Microsoft Office Specialist: Associate certification. When they earn that tile and pass three additional Expert Exams, they are awarded the Microsoft Office Specialist: Expert certification.

3. Best Jobs in America

GlassDoor List: Best Jobs in America shows the current top jobs for salary, job satisfaction, and current openings and guess what? Skills learned in business and Microsoft Office classes are required for almost all of them.

4. What are the differences between versions of Office?

  • • Microsoft Apps Online—free version of Office that can be used on any browser. Can be accessed on Chromebooks, but only offer 10% functionality of the full, downloaded software.
  • • Microsoft Office 2019—sold as a one-time purchase for a single computer download for PC’s and Macs and includes Office Desktop apps like Word, Excel, Access, PowerPoint, and Outlook.
  • • Microsoft 365—subscription service that gives full access to productivity tools and Office applications like Word, Excel, Access, PowerPoint, and Outlook, but also others like OneNote, Sway, Teams, Publisher and much more. With Microsoft 365, you always have access to the most updated version of all applications including new AI features that Corinne highlights in her webinar. Learn more about Microsoft 365 for Education here.

5. Which version(s) of the software should I use to teach Business Applications?

National Geographic Learning/Cengage curriculum and online solutions for teaching Business Applications are aligned to all three versions, but assume students have access to Microsoft 365 or Microsoft Office 2019 on a Mac or PC that allows for the full, downloaded version of the software. Students using Microsoft Apps Online will not be able to practice most features or skills needed for the workplace or MOS certification. However, students with only internet access can complete simulated trainings & exams for each task as well as MOS Exam simulations, which offer realistic practice for the certification exam.

6. What are some affordable devices schools can purchase that can work with Microsoft 365?

Microsoft Education offers devices starting at $219* (*while supplies last) that run applications students will need to know how to use for college and careers.

Access on-demand and live, weekly trainings by Corinne Hoisington with tips for engaging students with technology education. REGISTER HERE

*Access the recording of Corinne Hoisington’s webinar here.

Corinne Hoisington is a full-time professor of Information Systems Technology at Central Virginia Community College in Lynchburg, Virginia, with more than 25 years of teaching experience. Corinne travels over 200,000 miles a year delivering keynote addresses to college and university professors and K-12 educators in over 70 cities worldwide for customers such as the Microsoft Corporation, Microsoft Canada Camp 21 International Events, Cengage Learning, ByteSpeed, Capital One International Bank, Executive LIVE in London and the international South by Southwest (SXSW) event in Austin, Texas. Professor Hoisington is the recipient of the Microsoft Most Valuable Professional award in Computer Programming. Corinne has authored over 30 textbooks with Cengage Learning/National Geographic Learning on topics such as Outlook 2019, Office 2019, Microsoft Windows, Android Boot Camp Java, Technology Now, and Visual Basic 2017.

Watch other webinars by Corinne Hoisington:

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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Why Teach Office 365 (and not Google only) in your Business Class?

Why Teach Office 365 (and not Google only) in your Business Class?

Tap into the latest information to assist in guiding your students into careers that are meaningful, high paying, and have massive opportunity. What college majors and technical programs have the highest opportunities and the highest unemployment in the next decade? We must provide solid guidance to our students right now. Robots, with intelligence, are advancing into beneficial, life-saving, machines for assisting us in our everyday lives. The challenge is determining how we, as educators, can best train the next generation of students for a future that is still evolving?

Corinne Hoisington

Professor of Information Systems Technology
Central Virginia Community College, Lynchburg, Virginia

Join Corinne Hoisington, one of the Shelly Cashman authors, for a stroll down the path to employability that starts with your Office class (click here for a sneak peek). School administrators sometimes take it for granted that because your students grew-up using technology—with 20% beginning use between ages 5 and 8—that they are ready for college and employment, but not so fast! Learn about crucial college and career success skills that students will not learn if they are not taught in school (online or in-person).

In this webinar replay, you will learn:

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What the AP® Computer Science Principles Course is all About. Revising the 7 Big Ideas for Practical use in the Lab

What the AP® Computer Science Principles Course is all About. Revising the 7 Big Ideas for Practical use in the Lab

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

View an overview of what should be included in the AP®  Computer Science Principles Course, some examples of in-class activities and tips and tricks to engage students from our author, Dr. G. Michael Schneider with a recording of his virtual webinar “New Ideas in CS: What the New AP Computer Science Principles Course is All About.”

What are the core principles covered in the AP® Computer Science Principles course?

The first question Dr. G. Michael Schneider asks of his computer science students is: “What is computer science the study of?” He gets many answers, usually that computer science is the study of:

  • • Computers
    • Programming
    • Programming Languages
    • The uses and applications of computers

All of which are wrong. Both Dr. Schneider and the AP® Computer Science Principles Course define computers science instead, as the study of algorithms.

The AP® Exam asks students to master 7 Big Ideas, including:

  • • Creativity
    • Abstraction
    • Data and Information
    • Algorithms
    • Programming
    • The Internet
    • Global Impact

Dr. Schneider revises these big ideas with the following GREAT ideas in computer science.

1. Algorithms are the single most fundamental concept in CS.

Seeing as Computer Science is the study of algorithms, teachers should be cognizant that an algorithmic approach is the focus of any CS course.

2. CS concepts are interrelated and form a coherent discipline.

Structure your course in a way that connects the course’s 7 Big Ideas and scaffolds learning so that students can process new information and see the big picture. The image below offers one possible organization for the course.

3. CS concepts are learned by both listening and by doing.

Dr. Schneider encourages his students to understand that computer science is a laboratory science just like Chemistry, Biology, and physics. Laboratories are not limited to programming exercises but can be used to demonstrate fundamental concepts in virtually all areas of the discipline. He encourages teachers to use the lab manuals and software that comes with your textbook to provide hands-on experiments in a range of areas. Access the recording of Dr. Schneider’s webinar for several examples of these hands-on labs here.

4. Abstraction is a central idea that must be stressed.

This is the fundamental technique for managing complexity in the design of both hardware and software computer systems. Dr. Schnedier encourages teachers to use analogies to give students a better understanding of abstraction, for example, an automobile dashboard or how it is used in circuit design.

5. Computer science ≠ programming.

Remember that the AP® Computer Science Principles course is NOT the AP® Computer Science, A course that teachers object-oriented programming and Java at the college level. Focus on the programming section of the course should be on how programming relates to the fundamentals concepts students have been learning already. For example:

  • • Converting algorithms from pseudocode into a HLL
    • Compiling HLL programs into ML and their execution on a Von Neumann machine using the fetch/decode/execute cycle
    • Different types of HLL—declarative, OO, Functional, Parallel and special purpose.

6. CS applications are not magic boxes. They are built upon the basic concepts of the field.

The reason why students should be studying the other Big Ideas is because the important advances of computer science are built upon the bedrock of fundamentals principles. Share examples of how very engaging topics like AI, Graphics, and Supercomputers were able to be built because of the fundamental topics students are learning.

7. Advances in information technology bring important professional responsibilities to its practitioners.

The Global Impact portion of the course should focus on current and legal, moral, and ethical issues related to computer science. This kind of discussion is often left out of Computer Science courses due to lack of time, so Dr. Schneider encourages teachers to make time for discussion of these topics, such as:

  • • Personal privacy, unauthorized sharing of information
    • Cyberbullying
    • Ownership of Intellectual Property
    • Fake news, voter hacking, and the impact of social networking and information technology on governance
    • ACM and IEEE Professional Code of Conduct

Dr. G. Michael Schneider is a retired professor of Computer Science. He received his Ph.D. in Computer Science from the University of Wisconsin and taught at the U. of Minnesota for eight years, Macalester College in St. Paul for twenty-nine years, and, following his retirement, was a Visiting Professor of CS at Columbia University. He was on the ACM/IEEE CS Curriculum 2001 committee, Vice-Chair of ACM SIGCSE, and a member of the Computer Science Accreditation Board (CSAB). He has been awarded four Fulbright Grants to teach and do research overseas and has authored nine textbooks on computer science

Watch the full recording of Dr. Schneider’s Webinar, “New Ideas in CS: What the New AP Computer Science Principles Course is All About” here.

Learn more about Invitation to Computer Science, our curriculum for the AP Computer Science Principles course or request access to MindTap, the online solution, for Invitation to Computer Science here.

Sources:

Schneider, Michael. “New Ideas in CS: What the New AP Computer Science Principles Course is all About.” National Geographic Learning Virtual Learning Series. 18 Oct. 2018.

*AP, Advanced Placement and Pre-AP are registered trademarks of the College Entrance Examination Board, which was not involved in the production of, and does not endorse, these products.

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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3 Hot Topics for Web Design and Development Courses

3 Hot Topics for Web Design and Development Courses

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

A new edition of RESPONSIVE WEB DESIGN WITH HTML5 & CSS, 9e by Jessica Minnick published in February of 2020 and includes up-to-date practices for designing optimum layouts for a variety of devices. Read through some hot topics to include in any web design/development high school course.

Focus on Responsive Design

Understanding responsive design is a key skill for students learning web programming as most businesses and careers have worked to re-build their sites to ensure functionality on smartphones, iPads, and other devices. Students will most likely learn how to build basic websites first and should then revisit their initial projects to adapt them to be responsive offers great value for future careers. Key skills include:

  • • Fluid Layout: “A fluid layout or grid applies proportional size measurements to the webpage wireframe and content so that the content stretches, shrinks, and grows as the size of the viewport changes” (Minnick, 219).
  • • Responsive or flexible images: “responsive images shrink and grow based on the size of the viewport” (Minnick, 219).
  • • Media queries: “Media queries allow the webpage developer to detect the approximate pixel size of the current viewport” (Minnick, 219).
  • • Conducting Mobile-Friendly Tests

Include practice on creating interactivity with CSS and JavaScript

Modern websites usually include some form of interactivity, whether that includes gamification, rewards & badging, ratings, quizzes, or polls, etc. Help your students add value to their resume and their websites by including these key skills:

  • • Create a Hamburger Menu: Hamburger icons are a modern method to help users navigate a site on mobile devices, rather than vertical or horizontal toolbar (Minnick, 237). Students will learn to use JavaScript to build these menus and make them functional.
  • • Create CSS Transform and Animations: “CSS can be used to move elements on a webpage, change the color of an element, or change the appearance of an element” (Minnick, 510).
  • • Create JavaScript Files: “Developers can use JavaScript to validate form information, send an alert to a user, change HTML content, show or hide content, animate elements, and much more” (Minnick, 517).

Ask students to practice skills by asking them to imagine their own business

Students will connect to the concepts if they get the chance to create a realistic business with their website. By asking students to build sites for a business, it allows you to tie in skills that industry needs and also includes chances to understand how web programmers may work with clients. Some key activities to make the business real may include:

  • • Build an “About Use” page: The “About Us” portion of a business website gives the chance to create a company mission and asks the student to image the spirit, goals, services, and audience for the pages they will be designing (Minnick, 364).
  • • Embed a map: “ Many businesses include a location map embedded within their website so visitors have a clear view of the business location” (Minnick, 510).
  • • Include Social Media Icons: “Most businesses that use social media display social media icons and links on their website” (Minnick, 510). Not only is this a real-world business process, but this makes a site interactive and engages students.

For more ideas, step-by-step projects, and curriculum for your courses, see Responsive Web Design with HTML5 & CSS, 9e, our new curriculum for teaching HTML programming and web design courses or request access to MindTap, the online solution with auto-graded coding labs, for Responsive Web Design with HMTL5 & CSS, 9e here.

Author of RESPONSIVE WEB DESIGN WITH HTML5 & CSS, 9e Jessica Minnick is an Information Technology instructor at Pasco-Hernando State College in New Port Richey, Florida. She has been teaching information technology courses for more than a decade. Prior to becoming an educator, she worked in the marketing and information technology field for the private sector, gaining more than 15 years of web design experience. She earned a Bachelor of Science in Business Administration, Management Information Systems, and a Master of Education in Instructional Technology from the University of South Florida.

Sources:

Minnick, Jessica. Responsive Web Design with HTML5 &CSS. Cengage Learning, 2020.

Vilner, Toav. “7 Tips for Making Your Website Content Interactive.” Marketo Marketing Blog – Best Practices and Thought Leadership, Marketo, 21 Nov. 2017, https://blog.marketo.com/2017/11/7-tips-making-website-content-interactive.html

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.