Through unknown, but fortuitous, circumstances, Bill Pasewark was in the right place at the right time to enjoy and benefit from a variety of unique experiences. These singular events and associations with talented, faithful individuals, such as family, friends, and colleagues, have had a profound influence in his life.

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  • To my knowledge, I created the first “step-by-step” format for computer textbooks. Until 1948, all calculating machine textbooks were written in paragraph form interspersed with business arithmetic problems on an 8-1/2 x 11” page, bound on the left side. In 1948, I was an author’s assistant, working (at $.75 an hour) for my major professor at New York University, Dr. Peter L. Agnew. I revised his series of best-selling calculating machine books by presenting a new format to Dr. Agnew and Ernest Crabbe, the Editor-in-Chief of South-Western Publishing Company. I suggested a format similar to a checkbook with a stub on the left and details on the right of the perforated pages. The calculating instructions would be on the 1/3 stub of the page, which remained in the book for students’ future reference. Since the instructions had to be concise to fit on the stub, they would be enumerated, step-by-step. At first, Mr. Crabbe was not impressed and said it would be too expensive to produce spiral-bound textbooks with perforations. Dr. Agnew replied that spiral-bound, stenographer’s shorthand books were sold cheaply for $.15 each. Mr. Crabbe agreed, and we were off and running with the new step-by-step format on perforated pages. The direct, concise step-by-step format was used in my first computer book, SuperCalc, then in our series of Microsoft computer books. Competitors later adopted the format in their computer books.
  • I was the first textbook author to receive the Mike Reedy Service Award from the Textbook and Academic Authors Association.
  • Our family met regularly for breakfast to write the book, Family Money Matters. The book’s purpose is to help families understand and enjoy finances in order to minimize family financial conflicts.

Innovative step-by-step format for textbook instructions


  • I was the first on both my father’s and mother’s side of the family to graduate from college.
  • I am among the very few people, if any, who still use Gregg shorthand to record and process words. Writing clear shorthand at 80-100 words a minute vs. illegible longhand notes at 27 words a minute was a distinct asset for authoring 92 textbooks.

Professional Service

My professional services and activities permitted me to engage professionally and personally with a wide variety of people throughout the United States and internationally. These contacts gave me valuable information and insights that were incorporated in my classroom teaching, textbooks, and speeches. The following list is a condensation of many more professional services and activities.

    • Conducted model classroom that demonstrated modern office machines and equipment at the National Business Show, Grand Central Palace, New York. More than 5,000 business personnel and educators viewed this model class.
    • Extensive professional speaking tours in numerous states from coast to coast about business and education.
    • Conferred with representatives from many organizations (U.S. Chamber of Commerce, AFL-CIO, National Association of Manufacturers, Texas Association of Life Underwriters and more) about the need for high schools to teach effective courses about business as a means to overcome some of our country’s serious problems such as deficit spending, inflation, taxes, unemployment, poverty, crime, and welfare.
    • Consulted on increasing office productivity with Director of Mexican Industrial Production Center, Mexico City.
    • Testified before the Education Committee of the Texas Constitution Revision Commission about educating every high school graduate and dropout to be financially self-sufficient.
    • Was a registered, unpaid lobbyist as the Chairman of the Texas Business Education Association’s Legislative Committee. Attempted to require a Business Administration course for all high school students but discovered firsthand how funding to extend a legislator’s term of office is trumping the welfare of our youth.
    • Was primarily responsible for implementing the National Advisory Council, Business and Office Division, American Vocational Association, which is the first advisory council of business representatives for a national business education association. Organized the first meeting and wrote the bylaws and constitution.
    • Attended the U.S. House of Representatives Texas Delegation Luncheon in Washington to discuss realistic school curricula.
    • Accepted an invitation to testify before the Public Education Committee, Texas House of Representatives, about a high school course on the Free Enterprise System.
    • As President of the Business Division (5,000 members) of the American Vocational Association (20,000 members), reorganized the entire committee structure to implement the coordination between the four affiliates, the division, and the association.
    • Initiated meetings for cooperation and coordination between the Business and Office Division of the American Vocational Association and the National Business Education Association, which culminated in the formation of the Education for Business Coordinating Council.
    • Conferred with the Chairman of the U.S. House Appropriation Committee in the U.S. House of Representatives about the merits of requiring business courses for every high school student.
    • Pursuant to a federal grant, participated with College of Engineering faculty to research six companies in Charlotte, NC; Boston, MA; and New York, NY about the compressed workweek.
    • Was the first professor at Texas Tech University to be formally evaluated by colleagues while teaching a class. Two professors critiqued me from their notes while flying in a private plane from the Rio Grande Valley to Lubbock, TX.
    • Members of the Pasewark family conducted meetings on Family Money Matters for civic, professional, religious, and educational groups. The purposes of the meetings were to help families understand and enjoy finances and to minimize family financial conflicts.
    • Conferred with Commissioner Marvin Brockette, Texas Education Agency, about Texas high school curricula.
    • Organized and conducted four-day Action Planning Sessions, American Vocational Association, Atlantic City, NJ. Approximately 250 business educators developed action plans for 19 major issues in business education.
    • Managed an office for six departments in the Texas Tech College of Business Administration with seven office employees and more than 4,400 students. Developed cost-saving procedures for the operation of university administrative offices.
    • Served on Planning Committee, National Conference of Business Teacher Educators and State Supervisors, Washington, D.C.
    • Was invited to testify before the Education Committee of the Texas Constitutional Revision Commission.
    • Have been a continuous member of the National Business Education Association since 1952.
    • Served as a Business Education registered lobbyist, 64th Texas Legislative Session, concerning the teaching of the Free Enterprise System in public schools.
    • Served as Chairman of the Texas Business Education Association Legislation Committee and developed a cooperative program with the Texas Association of Life Underwriters to acquaint Texas education officials with the need to teach high school students about American business.
    • Received a grant to develop a graduate certification program for Vocational Office Education teachers.
    • Had primary responsibility for Lubbock schools to incorporate microcomputers in office education courses.
    • As a member of the Texas Education Agency Curriculum Revision Committee, developed most of the Basic Business course descriptions for the new Business and Office Education Curriculum Framework.

Texas Tech University, College of Business Administration, 1980


  • In the fall of 1954, I was the first professor to teach a full-length, live television college course.  The 47 half-hour course “Teaching Typing Through TV” was telecast in a 50-mile radius of East Lansing, Michigan from WKAR-TV, Michigan State University.  The telecasts were also the basis for my PhD dissertation at New York University.
  • I may have been the first professor to voluntarily have students evaluate their professor twice a semester and anonymously, on a blank sheet of paper with two sections indicating what was “Good” and what needed “To Improve.” I started this process in 1954 at Michigan State University and stopped at retirement from Texas Tech University in 1982. The evaluations are among my most treasured memorabilia.
  • As a professor, I taught classes on a wide variety of subjects (53) in three different disciplines. See the pull-down menu “Subjects Taught.” Most professors teach a limited number of subjects in one discipline.
  • During the 1960s, when many college campuses were in turmoil about perceived oppressive governments, I developed the Texas Tech/City of Lubbock internship program, A Joint Venture in Education, for Office Management and Public Administration students. The purpose of the course was to introduce senior business students to the “inside of government” at City Hall.
  • I was the first professor, to my knowledge, to be promoted from Instructor to Full Professor within two years at two major universities: Michigan State University, Instructor 1955 and Assistant Professor 1956; Texas Tech University, Associate Professor 1956 and Full Professor 1957.
  • In 1957, while teaching a business correspondence course, I gave students a real-life request letter assignment. I now have letters we received from notables such as Walt Disney, Jackie Robinson, Harry Truman, and Cecil B. DeMille.
  • In 1980, as a Texas Tech University professor, I was the first faculty member to be formally evaluated by two professors.
  • In 1970, I was the first professor at Texas Tech University, and possibly elsewhere, to break the traditional pattern of college offerings by teaching graduate classes six hours on Saturdays for seven weeks instead of three hours on Saturday for 14 weeks. This reduced travel time for out-of-town graduate students who travelled to Texas Tech as much as 240 miles round-trip.
  • Using a grant I received from the Texas Education Agency, I developed a unique graduate course for business teachers, Improving Your Business High School Program. I flew from Lubbock to Brownsville in the Rio Grande Valley and visited 3-5 high schools where the graduate students in the program taught. I met with the teacher and the principal to observe the business program and discuss the teacher’s concerns. Then the class of 25 students met to share our experiences. The students’ term papers reported how they implemented their improvements.
  • I was a professor at colleges with a wide variety of:
    • Student enrollment: 600 to 40,000+ students
    • Locations:  Northeast, Southeast, Midwest, Southwest, Pacific Coast
    • Sites:  Huge metropolitan city, mid-sized city, rural area, two state capitals
    • Diverse religious and political persuasions of faculty and students

              Harry Truman Letter to Pasewark

            Student evaluations of Dr. Pasewark             President Truman replies to student’s request

Michigan State University, WKAR-TV, 1954. The research compared the tele-students’ achievements with their matched counterpart students in a conventional classroom.

U.S. Marine Corps

  • February 19, 1945, was D-Day for the Battle of Iwo Jima. I was a Marine Corps Sergeant in a Replacement Battalion of the 25th Regiment. One of my major insights after spending 30 days on Iwo Jima is: There is an innate, God-instilled desire of every living creature to be free. In the letter shown here that I took from a dead Japanese soldier, his friend writes in the second paragraph: “…you are not free now, but your duty will be a last one.”

Pasewark Surabachi

Bill Pasewark views Iwo Jima beach, 2015

  • I was probably the youngest reporter in the history of court reporting. In 1943, I was 18 years old and recorded a court martial in shorthand at the Marine Barracks, Naval Ammunition Depot, Hastings, Nebraska.
  • In World War II there were 16,000,000 Americans in the armed forces. In 2017, only 3% (480,000) were living, and I was one of only 12 survivors who returned to Iwo Jima to commemorate the 70th anniversary of the invasion. In the photo shown here, taken in 2015 at Mt. Suribachi, I look out on Iwo Jima beach where I landed in 1945.
  • In February, 1946, I was a 21-year-old World War II veteran returning home from the South Pacific and discharged at the Great Lakes Naval Station. One of my Chicago sightseeing visits was a tour of a stockyard slaughterhouse. I watched the upended sheep on a moving chain bleating as they got closer to having their throats slit. It was not possible to escape the comparison of the slaughter of sheep in the Chicago stockyards with the recent slaughter of Marines on Iwo Jima.

Su and Bill Pasewark

Children Su & Bill, Jr., on a plane to Iwo Jima, 2015


Letter to soldier who died on Iwo Jima