This document summarizes a presentation on financial literacy for financial aid professionals. It discusses updates from the Federal Student Aid office including surveys of borrowers, resources for borrowers, and guidance on financial literacy. It also describes tools and programs to help students with money management, such as the MyCollegeMoneyPlan website, which provides personalized financial planning tools. Research shows linking financial education to retention initiatives can help at-risk students by reducing financial stress and improving academic performance and completion rates. Partnerships across campus can effectively deliver financial literacy programs and counseling.
Partnering with Your Child for College ReadinessErica Wyatt
This is a Power Point presentation that I presented to parents, K-12 educators and administrators at the 2014 Wisconsin Education Association of Student Support Programs (WEASSP) Conference.
Students use and relationship with payday loans 20150604Christopher Hindle
- The study examined student use of and attitudes towards payday loans
- 33% of respondents had borrowed money during university, most commonly for basic living costs or lifestyle expenses
- Family, bank overdrafts, and credit cards were the most common sources of debt
- Many students were concerned about debt levels and its impact on their studies and health
- Key factors in choosing loans were cost, speed, and ease rather than reputation or value
- Students preferred short-term loans with clear penalties, fitting the profile of payday loans
The C2 Pipeline program is an after-school program run through Wayne State University's College of Nursing that incorporates STEM learning with a focus on health careers. The program aims to prepare students to be college and career ready, increase academic achievement and learning, and expose students to health careers. Key program activities include academic assistance, enrichment activities in areas like leadership and health careers, and hands-on STEM projects focused on health fields. The program partners with various Wayne State colleges and community organizations and measures outcomes like improved grades, school engagement, career awareness, and college attendance.
This document discusses understanding funding and budgeting for graduate students. It outlines various types of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. Grants and scholarships do not need to be repaid. Fellowships can provide stipends and tuition waivers for 1-4 years. Assistantships provide stipends and tuition in exchange for work. The document emphasizes budgeting basics like tracking income and expenses, saving for emergencies, and avoiding debt. It warns that funding may be lost if guidelines are not met and advises graduate students to stack funding from multiple sources.
Dr. Luis Vazquez, Regents Professor and Associate Vice President for Research at New Mexico State University, covers grad student funding sources, budgeting, and strategies for getting more funding.
This document outlines a presentation about understanding funding and budgeting for graduate students. It discusses various sources of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. It emphasizes the importance of funding for reducing debt and supporting research. It also covers budgeting basics, saving for emergencies, investment strategies, and common mistakes around funding. The overall goals are to help students understand available funding sources, develop a funding strategy, and work with faculty on research opportunities.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
This document summarizes a presentation on financial literacy for financial aid professionals. It discusses updates from the Federal Student Aid office including surveys of borrowers, resources for borrowers, and guidance on financial literacy. It also describes tools and programs to help students with money management, such as the MyCollegeMoneyPlan website, which provides personalized financial planning tools. Research shows linking financial education to retention initiatives can help at-risk students by reducing financial stress and improving academic performance and completion rates. Partnerships across campus can effectively deliver financial literacy programs and counseling.
Partnering with Your Child for College ReadinessErica Wyatt
This is a Power Point presentation that I presented to parents, K-12 educators and administrators at the 2014 Wisconsin Education Association of Student Support Programs (WEASSP) Conference.
Students use and relationship with payday loans 20150604Christopher Hindle
- The study examined student use of and attitudes towards payday loans
- 33% of respondents had borrowed money during university, most commonly for basic living costs or lifestyle expenses
- Family, bank overdrafts, and credit cards were the most common sources of debt
- Many students were concerned about debt levels and its impact on their studies and health
- Key factors in choosing loans were cost, speed, and ease rather than reputation or value
- Students preferred short-term loans with clear penalties, fitting the profile of payday loans
The C2 Pipeline program is an after-school program run through Wayne State University's College of Nursing that incorporates STEM learning with a focus on health careers. The program aims to prepare students to be college and career ready, increase academic achievement and learning, and expose students to health careers. Key program activities include academic assistance, enrichment activities in areas like leadership and health careers, and hands-on STEM projects focused on health fields. The program partners with various Wayne State colleges and community organizations and measures outcomes like improved grades, school engagement, career awareness, and college attendance.
This document discusses understanding funding and budgeting for graduate students. It outlines various types of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. Grants and scholarships do not need to be repaid. Fellowships can provide stipends and tuition waivers for 1-4 years. Assistantships provide stipends and tuition in exchange for work. The document emphasizes budgeting basics like tracking income and expenses, saving for emergencies, and avoiding debt. It warns that funding may be lost if guidelines are not met and advises graduate students to stack funding from multiple sources.
Dr. Luis Vazquez, Regents Professor and Associate Vice President for Research at New Mexico State University, covers grad student funding sources, budgeting, and strategies for getting more funding.
This document outlines a presentation about understanding funding and budgeting for graduate students. It discusses various sources of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. It emphasizes the importance of funding for reducing debt and supporting research. It also covers budgeting basics, saving for emergencies, investment strategies, and common mistakes around funding. The overall goals are to help students understand available funding sources, develop a funding strategy, and work with faculty on research opportunities.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move more students from retention to degree completion. It outlines the national context of rising student debt loads and low graduation rates. Specifically, it describes PathwayOregon, a program at the University of Oregon that provides comprehensive advising and support services to help lower-income, Pell Grant-eligible students complete their degrees on time with less debt. Key strategies of the program include proactive advising, tracking student progress, collaborating across campus offices, and identifying and addressing obstacles that prevent timely graduation. The goal is to demonstrate that increased advising can boost graduation rates and reduce student loan burdens.
The Financial Services Commission of Jamaica has successfully run a Financial Education Schools Programme for 6 years in partnership with Junior Achievement and more recently CYFI. The programme reaches over 240 high school students annually, teaching them important financial literacy and life skills. Key lessons include budgeting, saving, investing, using credit wisely, and understanding financial regulations. Participating schools are selected across Jamaica and lessons are delivered interactively in the classroom. The partnerships with CYFI and events like Global Money Week have helped enhance the programme's impact. Feedback shows the programme effectively improves students' financial knowledge and capabilities.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
The South Dakota GEAR UP program aims to increase the number of Native American and financially eligible students prepared for and graduating from higher education. It works with 24 middle schools and 14 high schools to provide academic support, summer programs, mentoring, campus visits, and assistance with financial aid and scholarships. The program emphasizes rigor, relationships, and relevance to intrinsically motivate students and ensure they are academically prepared and believe they can succeed. It also supports students and families to help guide students through higher education.
Taniya M. LeGrand has over 15 years of experience in higher education administration, with a focus on financial aid and student affairs. She has held roles such as Financial Aid Managing Director and Customer Relations Manager. She has a passion for helping students succeed and uses strong communication skills and administrative experience to advise hundreds of students annually. Her background includes overseeing operations, ensuring regulatory compliance, and supervising staff.
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
The College Board hosted a webinar to share information with parents and class of 2021 students about how the college application process has and hasn't changed during the pandemic. The webinar was hosted by Connie Betterton at the College Board and featured Vern Granger from University of Connecticut, Nikki Danos from Forest School, and Seth Allen from Pomona College.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
A national collaborative of higher education researchers and practitioners gathered in Washington, DC to discuss foster care alumni in higher education. Dr. Lisa Schelbe, faculty at Florida State University, and I are began a longitudinal study in 2016 of Unconquered Scholars Program participants graduating with a bachelors degree to assess outcomes.
Campus-based support programs, like Unconquered Scholars, can foster student success. However, little is known about outcomes of students after graduation. How do students with a history of foster care or homelessness who participated in a campus-based support program fare after graduation? This study surveys students at graduation, 6 months post-graduation, and one-year post-graduation to explore their experiences. Findings indicate that at graduation, students have post-graduation plans and are optimistic. At follow-up, graduates identified obstacles including finances and lack of support. Study findings have implications for preparing students with a history of foster care and homelessness for life after graduation. This presentation highlights a few findings, thus far.
This document provides information about a 20-month online business administration degree program. The program allows working adults to complete one course at a time flexibly. It explores all facets of business and develops practical and soft skills. Features include networking opportunities, prior learning assessment, and courses taught by professionals. The program prepares students for careers like accountant, manager, executive, and more. It consists of 120 total credits, with the final 40 earned online through Greenville College over 3 terms costing approximately $16,925 in total. Financial aid and payment plans are available.
The Enrollment Service Center Coordinator will serve students in both the call center and walk-in center. They will counsel students on eligibility for financial aid programs, assist with payments and account questions, and register students for courses. Key responsibilities include assessing student financial aid status, learning and communicating financial aid regulations, assisting with financial needs assessments and aid options, and helping students complete the FAFSA. Additionally, the coordinator will balance cash draws, analyze billing statements, explain withdrawal and return of funds policies, set up payment plans, and assist students through the entire registration process.
Best Practices in Graduate Recruitment Webinar.pptxmelissaabache
The document provides best practices for graduate program recruitment. It discusses the importance of having a strategic recruitment plan to navigate challenges and maximize results. Key aspects to address include: targeting the right student profiles; using various digital and in-person outreach methods; communicating early and often to prospective students about important factors like cost, career outcomes, and academics; and continuously measuring success to improve recruitment efforts over time.
The role of Academic Professionals in Non-Academic Student Success MattersInsideTrack
The document discusses the important role that academic professionals play in supporting student success both inside and outside of the classroom. It states that faculty and staff set expectations, motivate students, guide them towards achieving their goals, help overcome obstacles, and forge lasting connections between students and the institution. Additionally, the document emphasizes that student success relies on effective communication between different support areas to provide a positive student experience. It also explores how insights from student support services can help improve academic programs and tailor interactions and content for incoming students. Finally, it recommends several best practices for academic professionals to support all students, such as reinforcing identity and purpose, being proactive, encouraging engagement, and providing consistent feedback.
This document provides an overview of funding and budgeting for graduate students. It discusses various sources of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. It notes that the average debt burden for master's and doctoral students is around $50,000-$80,000. The document outlines strategies for budgeting, saving money for emergencies, and avoiding common mistakes like not saving or incurring too much debt. It emphasizes weighing different funding options, stacking multiple sources of support, and considering how funding relates to faculty advisors.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
This document provides an update from the myFutureNC Special Committee to the North Carolina State Board of Education. It discusses various metrics and initiatives related to increasing educational attainment in North Carolina, including the FAFSA completion rate, county attainment profiles highlighting opportunities for growth, the roles of organizations like NCSEAA and CFNC, the Countdown to College campaign, and policy recommendations to improve readiness, access, completion, and alignment between education and workforce needs. It emphasizes expanding access to advising, awareness of financial aid, and support for students to increase FAFSA completion and overall postsecondary attainment in the state.
This document discusses developing a comprehensive plan to help foster youth succeed in higher education. It notes that only 15% of foster youth take college prep courses and only 20% enroll in post-secondary education, compared to 60% of the general population. The Ohio Reach program aims to improve these outcomes through leadership, advocacy, and support programs. It oversees the OHIO Reach Scholars Program which provides specialized support systems for former foster youth attending college, including mentoring, advising, financial aid assistance, and alternative programming. The document outlines various college bridge programs and eligibility for ETV grants of up to $5,000 per year for costs like tuition and living expenses to assist youth pursuing higher education.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move more students from retention to degree completion. It outlines the national context of rising student debt loads and low graduation rates. Specifically, it describes PathwayOregon, a program at the University of Oregon that provides comprehensive advising and support services to help lower-income, Pell Grant-eligible students complete their degrees on time with less debt. Key strategies of the program include proactive advising, tracking student progress, collaborating across campus offices, and identifying and addressing obstacles that prevent timely graduation. The goal is to demonstrate that increased advising can boost graduation rates and reduce student loan burdens.
The Financial Services Commission of Jamaica has successfully run a Financial Education Schools Programme for 6 years in partnership with Junior Achievement and more recently CYFI. The programme reaches over 240 high school students annually, teaching them important financial literacy and life skills. Key lessons include budgeting, saving, investing, using credit wisely, and understanding financial regulations. Participating schools are selected across Jamaica and lessons are delivered interactively in the classroom. The partnerships with CYFI and events like Global Money Week have helped enhance the programme's impact. Feedback shows the programme effectively improves students' financial knowledge and capabilities.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
The South Dakota GEAR UP program aims to increase the number of Native American and financially eligible students prepared for and graduating from higher education. It works with 24 middle schools and 14 high schools to provide academic support, summer programs, mentoring, campus visits, and assistance with financial aid and scholarships. The program emphasizes rigor, relationships, and relevance to intrinsically motivate students and ensure they are academically prepared and believe they can succeed. It also supports students and families to help guide students through higher education.
Taniya M. LeGrand has over 15 years of experience in higher education administration, with a focus on financial aid and student affairs. She has held roles such as Financial Aid Managing Director and Customer Relations Manager. She has a passion for helping students succeed and uses strong communication skills and administrative experience to advise hundreds of students annually. Her background includes overseeing operations, ensuring regulatory compliance, and supervising staff.
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
The College Board hosted a webinar to share information with parents and class of 2021 students about how the college application process has and hasn't changed during the pandemic. The webinar was hosted by Connie Betterton at the College Board and featured Vern Granger from University of Connecticut, Nikki Danos from Forest School, and Seth Allen from Pomona College.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
A national collaborative of higher education researchers and practitioners gathered in Washington, DC to discuss foster care alumni in higher education. Dr. Lisa Schelbe, faculty at Florida State University, and I are began a longitudinal study in 2016 of Unconquered Scholars Program participants graduating with a bachelors degree to assess outcomes.
Campus-based support programs, like Unconquered Scholars, can foster student success. However, little is known about outcomes of students after graduation. How do students with a history of foster care or homelessness who participated in a campus-based support program fare after graduation? This study surveys students at graduation, 6 months post-graduation, and one-year post-graduation to explore their experiences. Findings indicate that at graduation, students have post-graduation plans and are optimistic. At follow-up, graduates identified obstacles including finances and lack of support. Study findings have implications for preparing students with a history of foster care and homelessness for life after graduation. This presentation highlights a few findings, thus far.
This document provides information about a 20-month online business administration degree program. The program allows working adults to complete one course at a time flexibly. It explores all facets of business and develops practical and soft skills. Features include networking opportunities, prior learning assessment, and courses taught by professionals. The program prepares students for careers like accountant, manager, executive, and more. It consists of 120 total credits, with the final 40 earned online through Greenville College over 3 terms costing approximately $16,925 in total. Financial aid and payment plans are available.
The Enrollment Service Center Coordinator will serve students in both the call center and walk-in center. They will counsel students on eligibility for financial aid programs, assist with payments and account questions, and register students for courses. Key responsibilities include assessing student financial aid status, learning and communicating financial aid regulations, assisting with financial needs assessments and aid options, and helping students complete the FAFSA. Additionally, the coordinator will balance cash draws, analyze billing statements, explain withdrawal and return of funds policies, set up payment plans, and assist students through the entire registration process.
Best Practices in Graduate Recruitment Webinar.pptxmelissaabache
The document provides best practices for graduate program recruitment. It discusses the importance of having a strategic recruitment plan to navigate challenges and maximize results. Key aspects to address include: targeting the right student profiles; using various digital and in-person outreach methods; communicating early and often to prospective students about important factors like cost, career outcomes, and academics; and continuously measuring success to improve recruitment efforts over time.
The role of Academic Professionals in Non-Academic Student Success MattersInsideTrack
The document discusses the important role that academic professionals play in supporting student success both inside and outside of the classroom. It states that faculty and staff set expectations, motivate students, guide them towards achieving their goals, help overcome obstacles, and forge lasting connections between students and the institution. Additionally, the document emphasizes that student success relies on effective communication between different support areas to provide a positive student experience. It also explores how insights from student support services can help improve academic programs and tailor interactions and content for incoming students. Finally, it recommends several best practices for academic professionals to support all students, such as reinforcing identity and purpose, being proactive, encouraging engagement, and providing consistent feedback.
This document provides an overview of funding and budgeting for graduate students. It discusses various sources of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. It notes that the average debt burden for master's and doctoral students is around $50,000-$80,000. The document outlines strategies for budgeting, saving money for emergencies, and avoiding common mistakes like not saving or incurring too much debt. It emphasizes weighing different funding options, stacking multiple sources of support, and considering how funding relates to faculty advisors.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
This document provides an update from the myFutureNC Special Committee to the North Carolina State Board of Education. It discusses various metrics and initiatives related to increasing educational attainment in North Carolina, including the FAFSA completion rate, county attainment profiles highlighting opportunities for growth, the roles of organizations like NCSEAA and CFNC, the Countdown to College campaign, and policy recommendations to improve readiness, access, completion, and alignment between education and workforce needs. It emphasizes expanding access to advising, awareness of financial aid, and support for students to increase FAFSA completion and overall postsecondary attainment in the state.
This document discusses developing a comprehensive plan to help foster youth succeed in higher education. It notes that only 15% of foster youth take college prep courses and only 20% enroll in post-secondary education, compared to 60% of the general population. The Ohio Reach program aims to improve these outcomes through leadership, advocacy, and support programs. It oversees the OHIO Reach Scholars Program which provides specialized support systems for former foster youth attending college, including mentoring, advising, financial aid assistance, and alternative programming. The document outlines various college bridge programs and eligibility for ETV grants of up to $5,000 per year for costs like tuition and living expenses to assist youth pursuing higher education.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
Document that is designed from content frame work
These are rules that guide the assessor / item developer in creating and designing the test items.
A test frame work is comprised of;
Construct
Elements of construct
Competences
Theme/topic
Ability levels
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
CERTIFICATION OF LEARNERS UNDER THE NEW LOWER SECONDARY (1).pptxkazibastephen2
The document discusses certification of learners under Uganda's new lower secondary curriculum. It outlines that learners will be assessed through continuous assessment (20%) and end of cycle assessment (80%), and that their achievement will be reported descriptively based on proficiency levels rather than marks. A technical team will use descriptive competency indicators to set proficiency levels and determine achievement. Learners' transcripts and new certificates will indicate their subject achievements through performance bands and letter grades, along with descriptions of proficiency levels. The changes aim to align assessment and reporting with the competency-based curriculum.
The document discusses types and principles of assessment in teaching and learning. It outlines three types of assessment recommended in the Lower Secondary curriculum: assessment for learning, assessment as learning, and assessment of learning. Key principles of assessment include validity, reliability, fairness, flexibility, clarity, accessibility, and feasibility.
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...Vighnesh Shashtri
Under the leadership of Abhay Bhutada, Poonawalla Fincorp has achieved record-low Non-Performing Assets (NPA) and witnessed unprecedented growth. Bhutada's strategic vision and effective management have significantly enhanced the company's financial health, showcasing a robust performance in the financial sector. This achievement underscores the company's resilience and ability to thrive in a competitive market, setting a new benchmark for operational excellence in the industry.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...Donc Test
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Financial Assets: Debit vs Equity Securities.pptxWrito-Finance
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.
1. Module 1 of 4
DRAFT
Financial Literacy Workshop
Making the Case for Financial
Literacy
2. Workshop Objectives
• Identify benefits of a financial literacy program
• Describe features of model programs and
identify cost effective ways to replicate
• Identify funding and staffing possibilities
• Discuss cost effective tools for training staff
and volunteers
• Analyze and organize available resources for
teaching financial literacy
2
3. Workshop Agenda
1. Why Programs Are Needed
2. Define and Design Your Program
3. Develop Your Program Content
4. Implement Your Program
3
4. Module 1: Why Programs are Needed
• Financial literacy – Why does it need our attention?
• Benefits of program
• Best practices of successful programs
4
6. What is Financial Literacy?
GENERAL DEFINITION
The ability to use knowledge and skills to manage financial
resources effectively for a lifetime of financial wellbeing.
2008 Annual Report, President’s Advisory Council on Financial Literacy
FOR OUR PURPOSES
The ability for postsecondary students to use knowledge
and skills to make good decisions related to budgeting,
borrowing, and repayment strategies.
6
9. Current State of Financial Literacy
• Most high school graduates and college students are not
prepared to manage their personal finances
• Parents are not providing the financial experiences
students need and often lack the experience themselves
• There is an uneven delivery and availability of personal
finance education
• Colleges and universities are slow to respond to this
growing need
9
10. Jump$tart Financial Literacy Survey
Percentage of questions answered correctly by:
Percentage of questions answered correctly by:
High school seniors 48%
College freshmen 59%
College seniors 65%
White HS students 52%
Hispanic HS students 45%
African-American HS students 41%
Jump$tart Coalition 2008
11. Communities Impacted the Most
11
Low-income populations
15% of Americans are “unbanked”
30% of African-Americans & Hispanics
Women tend to have lower
levels of financial literacy than
men.
Hispanic & African-American
communities are disproportionately
impacted
Almost half of Americans
reported having trouble
keeping up with monthly
expenses
75% of young people are likely
to lack the skills needed to make
beneficial financial decisions
12. Concerns With Poor Financial Literacy
• Paying for college
• Little saving, record borrowing
• High-interest lending
• Home buying
• Employee benefits
12
13. Changing Demographics of Colleges
Increased Enrollment
• Hispanic 500%
• African-American
165%
• Asian & Pacific
Islanders 336%
• American Indians &
Alaska Natives 188%
13
15. Financial Literacy and Retention
There is a strong correlation between
financial literacy and student retention.
15
16. Why Get Involved?
• Benefits students
• Benefits families
• Benefits communities
• Benefits schools
16
17. Benefits of Program
• Title IV compliance
• Reduce loan default
• Improve retention and graduation rates
• Build a base of active and engaged alumni
• Build strong community relationships
17
18. Loan Default and Title IV Compliance
• Institutions with high student loan default rates
are at risk of losing Title IV status
• Loss of Title IV status can cause loss of Pell
grant and federal financial aid participation
18
19. Loan Default and Completion
Historically, the majority of borrowers who
defaulted, withdrew without completing their
academic program.
• Borrowers who dropout of school are 4 times more
likely to default on their student loans
• 16.8% of borrowers who dropout of school default on
their loans, compared to only 3.7% of borrowers who
graduate
19
20. Financial Literacy and Loan Default
• Student loan default studies show that student
success plays a bigger role in predicting who will
default than either borrower background or
institutional characteristics.
• Without a support system, students may perform
poorly, drop out, or delay graduation to cope with
financial problems.
20
21. Retention and Graduation Rates
Characteristics of non-completers:
• Students taking remedial courses
• Students working more than 20 hours per week
• Students with limited financial resources
• Students attending school part-time
• Students attending for-profit schools
21
22. Retention and Graduation Rates (Continued)
• Students leave college due to the stress of attending
college and working at the same time
• The need to work remains top reason students fail to
return to college
• Financial literacy can demonstrate the relationship
between graduating on time, minimizing loans and
promoting future financial success
22
23. Improve Retention and Graduation Rates
• Assist students with work & school balance
• Reduce number of students who face financial crisis
during college
• Reaffirm long-term value of postsecondary education
• Prepare student for financially stable path post-college
23
24. Develop Active and Engaged Alumni
• Positive correlation between alumni giving and
graduation rates
• High graduation rates reflect solid academic quality
and strong student support
• Strong student support contributes to a positive
college experience which contributes to more active
alumni
• Successful students become successful alumni
24
25. Build Strong Community Relationships
• Public colleges and universities often lead the
way on critical public issues
• Work with local businesses & community-based
groups to:
• promote financial literacy
• encourage financially prudent behavior in
community
25
26. Quotes From the Field
“Less than 10% show up to participate in the financial aid
workshops so we have to get creative with it, we do
postcards, social media and email to get the word out”
Baton Rouge Community College
“Students and parents are uninformed about how to prepare
financially for college and they have unrealistic expectations
of what the programs are designed to do.”
Norfolk State University
“Students get mad because the college is enforcing the bills
and students cannot attend without paying. This hurts
alumni relations for years to come.”
Norfolk State University
26
27. Best Practices in Financial Literacy
• Entrance and exit counseling
• Student and parent orientation
• Ongoing support beyond freshman year
• Student success courses
• Programs, seminars and workshops
• Just-in-time training and outreach
• Money management counseling
• Peer financial counseling
• Use of technology
• Long-term financial planning
• Alumni programs
27
29. Toolkit Introduction
• A collection of financial literacy resources
• Contains presentations, website links, calculators
and other tools
• Resources are organized by
• Topic covered
• Instructor-led options
• Self-study options
• Type of use
29
30. Summary
• Financial Literacy is separate from financial aid
• Financial Literacy Programs are necessary
because they benefit:
• Students
• Families
• Communities
• Schools
• Establish a program by:
• Relying on best practices of successful programs
• Capitalizing on your strengths
30
31. What to Expect Next
• Module 2: Define and Design Your Program
• Best practices
• Strengths of successful programs
• Start your action plan
• Module 3: Develop Your Program Content
• Program elements
• Developing materials
• Module 4: Implement Your Program
• Staffing
• Funding
• Implementation
• Finalize your action plan
31
Editor's Notes
The FSA Financial Literacy Workshop was developed to assist MSI Financial Aid Professionals in helping students make wise choices in regards to personal finance. It will address key concepts college students should understand, good habits they can put into practice, and tools and resources to assist in effectively delivering these concepts. Our goal is to review best practices currently in use and provide cost-effective tools to establish a personalized program.
This first module will provide an overview of the workshop and establish why this topic is relevant.
NOTE TO PRESENTER:
You will need to be familiar with the speaker notes and have this printed as talking points. There is a lot of information in the notes that will not be on the slides.
Read over workshop objectives
The workshop is divided into 4 modules.
First, we’ll discuss the importance of establishing a financial literacy program if you don’t have one in place and revamping one if you do.
Second, we will ask you to define the goals, determine your audience and discuss how a program would look. You will begin development of an action plan to create or revitalize your program.
During the third module we will discuss the “meat” of the program, the contents. What should be taught in your financial literacy program?
During the fourth module you will examine how to successfully implement your program, and finalize your action plan.
The workshop should not be a lecture. This should spark a discussion about how to develop the best program to meet your needs.
Today we will discuss why we should consider financial literacy a priority and look at the benefits of establishing a financial literacy program. We will look at model programs already in place, and discuss ways to implement best practices that are cost-efficient.
FSA currently provides a wealth of information to colleges and universities to address the needs of student borrowers. The goal of this workshop is to distinguish between financial aid education and personal finance education. The workshop is designed to present best practices collected from colleges and universities. Realizing that resources differ from one college to another, this program will provide alternative approaches allowing each MSI to use the workshop in the way that best meets the needs of their student population.
Why do we need to discuss financial literacy?
We already have a lot of resources in place to help students with obtaining financial aid and managing student debt but do we discuss financial literacy?
Before we go any further let’s define what we’re discussing.
***THIS SLIDE WAS BORROWED FROM FSA_2012FSAConfSession27FinancialLiteracyWhatStudentsNeedtoKnow….ppt***
When discussing Financial Literacy for college students, what are we talking about? We spend a lot of time telling students how to get money to pay for college and how to begin paying off student loans. What we don’t discuss are things like financial planning, creating a budget, and living within your means.
We know that Financial Literacy impacts:
Graduation rates – which impacts your retention rates
Personal debt for students which impacts them as working adults
Loan defaults – which affects the student and the university
NOTE FOR REVIEWERS
To view video, must enable content when opening ppt..
Intro to video: Here we have a six minute video that was published in December 2011. The date is important because there are some references that make sense if you know when the students were interviewed. We only want to show up to 3:28 – we will show the rest in Module 2.
It was created by iGrad (http://www.iGrad.com)
YouTube video link:
http://youtu.be/I_ZbOPnL7_M
If anyone wants to know: iGrad is a program that helps colleges and universities teach financial capability.
We’ll watch the rest of the video a little later. Do the responses surprise you?
Based on studies this is pretty typical.
We point out that “most” young people in this age range are not prepared to manage their personal finances. The next slide will show a Jump$tart Financial Literacy Survey that will show us percentages.
How do people learn about personal finance? They learn from family or from experience usually. The problem we face is that the young adults who aren’t learning from family are making bad personal choices that can lead to a life-long problem with finances. Once you’re in debt it’s hard to get out. Especially when you don’t understand how it all works.
Of course, some young people learn about personal finance from school. How many people here had a class in high school? I didn’t. But some do. The problem is, most don’t.
Colleges and universities are in a unique position to address these problems. Some are. Can we do better?
Here are statistics from the 2008 JumpStart Financial Literacy Survey. As you can see, students entering college are not well-prepared to start life as an adult.
As Financial Aid Professionals at Minority Serving Institutions, it is our students that face the greatest difficulties with financial literacy.
Financial literacy is low in the US, especially in vulnerable populations. Parents in lower income households often lack the tools necessary to educate their families about financial literacy.
A JumpStart Coalition survey from 2008 shows that African-Americans and Hispanics score lower than Caucasians on financial literacy surveys.
Many Americans are “unbanked” which means they lack a checking account.
College students are not prepared to manage their personal finances
College tuition has seen sharp increases in the last decade & many students rely on borrowed money to not only pay for college tuition, but for living expenses, entertainment, and sometimes, family bills.
During the last decade, Americans saved less and borrowed in record amounts. Many young people starting out this way don’t realize the lifetime of debt they face.
There is a lack of consumer knowledge and understanding of the terms and conditions of high-interest lending.
Data analysis from the Federal Reserve Bank of Atlanta revealed that 20% of borrowers in the bottom quartile of the financial literacy index experienced foreclosure, compared with only 5 percent of those in the top quartile.
American retirement and health care systems are changing. Fewer jobs are offering the security of a pension and one in four employees fail to take advantage of their company’s 401(k) plan. These workers simply turn down “free money” from an employer match program because they don’t understand it.
Switching gears for just a moment, think back to two slides ago when we discussed the communities most impacted by poor financial literacy.
As we are all aware, the demographics of colleges and universities has changed.
You can see by this chart that between 1980 and 2011:
Total undergraduate fall enrollment increased by 73%
Minority student enrollment increased by almost 300%
Specifically, Hispanic enrollment increased by a little over 500%,
Black student enrollment increased by 165%,
Asian and Pacific Islanders by 336%, and
American Indians/Alaska Natives by 118%
Whereas the share of the student body that is White declined by more than 26%
MSIs have a legacy of providing increased access to some of the nation’s most underserved students. Many students served by MSIs are often low-income and are underprepared to handle their personal finances.
We have more minority students enrolled in colleges but are they staying in and graduating?
HBCU’s and TCU’s full-time student retention rates of 61 percent and 49 percent, respectively,
are below the national average of 66 percent. AANAPISIs and HSIs, at 78 percent and
67 percent, respectively, perform comparatively better than the national average in terms of
retention. Lower retention rates at HBCUs and TCUs can be attributed, in part, to the larger
percentages of low-income students at these institutions, as income correlates with retention
across the nation. Low-income students often do not have access to the same preparation as
middle class and upper-income students and this lack of access can lead to a more difficult time
staying in college.
Despite having strong retention rates, six-year graduation rates at AANAPISIs and HSIs—33
percent and 29 percent, respectively—are below the national average of 57.4 percent (U.S.
Department of Education, 2011b). Clearly, these institutions still have many challenges to
overcome.
Source: http://www.gse.upenn.edu/pdf/cmsi/msis_educating_all_students.pdf
We are often quick to point out that students from low-income families have lower retention rates and graduation rates because it is harder for them to afford school. Many have to work while in school and the balance is difficult to maintain.
While this is true, there is also a strong relationship between financial literacy and student retention. It is no coincidence that students from low-income families score the lowest on financial literacy surveys.
What if a focus on financial education could help increase retention rates at MSIs?
Why is it our job to educate students about financial literacy?
Typically, financial literacy is seen as a life-skill and not a college class you enroll in. Historically, colleges have had an undefined role in financial education, although some schools have introduced programs with great success.
Today we face rising tuition costs and uncertain job markets at a time when the demographics of college students is changing.
Teaching students financial literacy not only benefits them and their families but it ties you to the community you serve and ultimately benefits the school itself.
Everyone agrees that financial literacy is important, but why is it something that should be addressed by you?
Some of the benefits of a strong financial literacy program are:
It can help your institution with Title IV compliance
It can improve retention and graduation rates
It can help reduce loan default
It can help build a base of active and engaged alumni
It can help build strong community relationships
Many students are already facing the challenge of working while attending school. Without the tools to manage their finances, many students live above their means. Too many students find themselves in a situation where they have to drop out of school to work fulltime. Students who do not finish their education often do not repay those loans.
If you student default rates are too high you risk losing your Title IV status which and make you ineligible to participate in specific financial support programs.
Correlation exists between increased financial literacy and decreased defaults.
Financial difficulties can impede academic performance and completion.
Even when students graduate, they often face unsustainable debt
Recent graduates will face an uncertain job market
Without strong financial literacy skills, these students have a difficult time budgeting and paying back loans
Source: FSA_2012FSAConfSession27FinancialLiteracyWhatStudentsNeedtoKnow
We need students to be successful in school so they can graduate.
Students who don’t have to quite school to work full time have a better chance of completing a program and increasing their earning potential in the job market.
Financial literacy education can help students achieve success.
As we saw on an earlier slide, the number of minorities enrolled in college has increased but these students are not graduating at the national average.
There are different reasons for that and we can’t address them all today, but we can address one: Financial literacy.
This is a list of characteristics of students who don’t complete college. You may notice a common theme. Other than the first one, they all have to do with money.
The stress of attending college and working at the same time causes more student to leave college than any other reason.
Then, the need to keep working remains the top reason students never go back to college.
Students may not understand that they could be sacrificing substantial long-term financial gains for minimal short-term gains.
Many students live on financial aid.
We’ve already established that the stress of working while in school causes more students to drop out than any other reason.
Assisting students with ways to manage this stress can improve retention and graduation rates for your school.
Teaching students these critical skills before they become overwhelmed with debt can help them reduce the chance of facing a financial crisis during college. Which will, of course, help with retention, graduation, and loan pay-off.
Help students realize the long-term value of a college education. Remind students that their earning potential will increase with an education and will out-weight the short-term discomfort of life on a budget.
You can help students understand the importance of following a budget and the benefits of delayed gratification. Too many young people want it all “right now” and do not comprehend the consequences of accumulating so much debt at such a young age.
Who doesn’t want active and engaged alumni?
Source: http://chronicle.com/article/Pumping-Up-Alumni-Giving-at/65319/
By partnering with like-minded businesses in the community
Here we have three quotes from participants in a financial aid focus group interviewed for a Performance Enhancement Pilot Program Financial Literacy Findings Report by Windwalker Corporation (10/31/14).
We show these quotes knowing it’s something you’ve probably heard before. These statements are true at most colleges. The point of this workshop is to help develop a program so you can effectively deal with these concerns.
Reviewing the efforts of different colleges and universities to increase financial literacy, some best practices emerged:
We have to make every effort to educate students during the borrowing phase and continue counseling before they began making payments. Too many students do not understand the terms of their loans or how much income will be needed to pay it back. Also, students do not consider that if they drop out of a program they must begin paying back loans.
Most schools offer an orientation for new students & parents. If your school does not use this as an occasion to offer information on personal finances you are missing a big opportunity to reach your target audience.
We can’t offer information at Freshman orientation and then expect that to sink in. We need ongoing support throughout the year and the support needs to continue every year. One opportunity is to have a monthly theme that follows the cohort from year to year so that they are always getting new and useful information.
Show examples of students that make it work. How do students juggle work and school? How do students overcome adversity? How have students managed after graduation?
Offer information in a group setting where you can reach a wide audience. We’ll discuss this more in Module 2: Action Planning.
Offer training and outreach (i.e., emails, school broadcasts on social media, etc.) on a transactional basis, at known points when students must interact / transact with campus offices. Tie efforts to specific behaviors that they are intended to encourage.
Offer students real-life skills that go beyond financial aid. So many young people have no idea how much money they really spend when using credit cards. They’ve never been taught how to create a budget or discussed needs versus wants.
Peer-to-peer counseling offers an opportunity for you to present information in a way that is relatable.
Technology offers students a change to have it their way. Maybe they don’t want to sit through a seminar but they’ll read a blog post or watch a video. Maybe someone prefers a newsletter emailed to them or links via Twitter. Make your information accessible and easy to use.
Help students picture the future. For those who borrowed money, how long before they have to begin paying on their loans? Where do they expect to live and work? How will they afford what they want? Are they setting realistic goals or setting themselves up for failure. If they have a plan for college and a career it only makes sense to plan for a financial future as well.
Involve your alumni. They are your success stories.
NOTE FOR PRESENTER : Stop here and have group complete the SWOT Matrix worksheet
Now you need to take a few moments and examine your strengths and weaknesses.
Before we begin the action planning module, you should determine what you know will be areas of strength and weakness for your school.
Do you have a small staff that is already stretched too thin?
Do you have an active student body with groups that may be willing to join your team as volunteers?
Can you take advantage of one of your academic programs that may work with you?
Do you have an active alumni association or are you aware of any local businesses that reaches out to the community?
*NOTE FOR REVIEWERS*
We have discussed developing an assessment tool for workshop participants. Please let us know if you would like us to draft something.
What is the toolkit?
The financial literacy toolkit is a collection of resources that can be used for your program.
The toolkit contains presentations, website links, calculators and other tools to help in your quest to educate students about personal finance.
Resources are arranged in four different ways:
You can search by topic. For example, if you are looking for resources to talk to a student about banking options you can search by the topic, “banking.”
You can also search for resources that are best used in instructor-led settings. For example, if you plan to host a workshop for a group of students to discuss banking options, you can search the list of instructor-led resources and then narrow your search by topic. That way you are only seeing banking resources that provide instructor-led materials.
You can also search for self-study options. Perhaps you want to include links to information on your Financial Aid page. Maybe you want to create a section where students can read interesting material that suits their needs. You can search this list of resources that will provide website links that you can choose from.
The last list is a “type of use” list that will give different scenarios to choose from. For example, if you want a short tutorial or game to link to your website, you can search for that topic.
We will look at the toolkit in more detail as we continue.
(you can pull up the toolkit to demonstrate the organization if time allows or do this during module 3)
In summary remember that financial literacy is separate from financial aid. Educating students and their families about financial aid options is something you’re already successful at. What you should look at now, is educating students about their personal finances, or financial literacy.
Why should you do this? Because focusing on financial literacy benefits everyone.
Financial Literacy education benefits the student by giving them the tools to be successful in life. Their success is a reflection on you and your community. It benefits the economy as a whole. Too many students are not getting information about managing personal finance and colleges are in a unique position to change that.
You can use your program to reach out to family members so they also benefit from the resources. Students with these important life skills will have the ability to pass them on to their families which will help to end the cycle.
Communities benefit when students contribute to the economy in a positive way. Involving the community in the financial literacy program allows them to participate and establishes your school as a vital part of the community. Local businesses get to advertise their services in a charitable way when they network with your school. The community leaders, businesses and university all work together to make a positive change.
Your school will benefit in multiple ways. You will help create successful graduates who are more capable of paying off their loans. Those students will be more likely to become active and engaged alumni who contribute time and money to your school.
How do you create or re-establish a financial literacy program?
Look at best practices of successful programs. What do they do that you can do? What ideas do they have that you can improve?
What are your strengths? What areas need improvement?
During the rest of the workshop we will begin to walk you through the steps of designing your program.
First you will begin developing an action plan by defining your goals. We will review best practices of successful programs and look at strengths those programs possess.
Next, we will discuss the contents of successful programs. What do students need to know about personal finance?
Last, we will finalize your action plans by discuss staffing, funding and implementation of your program.
This workshop should be collaborative and helpful in creating a cost-effective solution to our Financial Literacy problem.
