This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Programme of study: professional aspirations underpinned by a Personal Develo...carthyf
The following outlines the personal development plan in relation to my professional program of study. I list my main aims and objectives, and then identify relevant knowledge gaps, how I plan to address them by studying on the MSc programme at DIT.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Programme of study: professional aspirations underpinned by a Personal Develo...carthyf
The following outlines the personal development plan in relation to my professional program of study. I list my main aims and objectives, and then identify relevant knowledge gaps, how I plan to address them by studying on the MSc programme at DIT.
instructional plan presentation requirement for the final examination, first official eportfolio assignment to fulfill the MAAET program digital portfolio
Algebra I students had to create a personal budget for living on their own. They had to present it in a PowerPoint format and include an Excel Pie Chart.
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
Municipal Election Lesson 4 - School Boardsjeremysandor
This is lesson four of seven about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to explore the composition and function of school boards in Ontario.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Introduction
Debt feels like a lead
weight that hangs around
your neck, and with
student loans, car
payments, and medical
bills, it all adds up into a
pretty heavy one. Learning
to confront your loans
head-on and form a
strategy for paying them
down can help you start
managing them. Get out
from under your loans and
get back in the world, then
learn to stay debt free.
3. Phase 1
• This course is designed to help young adults learn to manage
their money, build credit, navigate college loans, and plan for
a debt-free future. This course consists of three 4-hours
sessions.
5. Phase I: Delivery Modality
• This class will be face-to-face and instructor-led; there will be ample participation and
group activities. Students will also do work outside of class and bring to review in
class to contribute to class discussions. It will focus on their real world personal
scenarios. The use of computers and internet will allow the students to become
familiar with the latest finance software and technology.
• This class will be comprised of class hours and self-instructed learning.
6. Phase 2: Goals for Training or Course
After completion of this course, students will be able to:
•Create a monthly budget
•Evaluate credit card options
•Navigate student loans
7. Phase 2: Learning Context
Saturday sessions from 8:00am-12:00pm
3 consecutive sessions
Located on high school and college campuses
This will be a classroom setting with access to computers and the internet. The
room will be conducive for group work and computer activity. There will be large group
discussions interspersed with small group activities to create a comfortable team
environment. The use of multi-media elements will also enhance the learning platform.
8. Phase 2: Goal 1
Create a Monthly Budget
Objectives
After the budget activity, the learners will identify in writing five basic
needs of an individual to include in a budget with 80% accuracy.
Following the group activity, the learner will assess in writing 10 needs
versus wants with 80% accuracy.
At the completion of this course, the learner will generate a savings
plan based on their debt to income ratio and allot 5% to savings with
80% accuracy.
9. Phase 2: Goal 2
Evaluate Credit
Card Options
The learner will
manually list five
features of a credit card
that should be reviewed
prior to enrolling in the
card with 80% accuracy.
Given two credit cards,
the learner will compare
the main attributes of
the cards and
determine the best
selection based on the
generated table from
the group activity with
100% accuracy.
10. Phase 3: Goal 3
Navigate Student
Loans
The learner will
complete the financial
aid paperwork through
the NSLDS after
completing the walk
through tutorial with
100% accuracy.
After reviewing the
scenarios activity, the
learner will compare the
cost of tuition at two
schools to identify total
costs per year with
100% accuracy.
11. Phase 2: Instructional Strategies
Learners will be accessing and using their own financial data and
situations throughout the course. Therefore, this course will primarily
focus on project-based learning due to the sensitive nature of the topics.
With that in mind, collaborative learning will be strategically used, so that
learners feel confident their information is staying confidential, but still
allow them to get outside perspectives on their personal situations.
12. Phase 2: Instructional Technologies
Learners will explore different websites and software to support the goals, objectives, and learning
strategies of the course.
Websites and software
Mint.com – budgeting tool
NSLDS – Federal Financial Aid website
Software that allows for anonymity:
Padlet – to ask specific questions
Kwiksurvey – surveys and polls
Presentation software for peer teaching:
Piktochart – graphic organizer
Wideo – animation site
Symbaloo – house all of the technology utilized in class
13. Phase: 3 Communication Plan
The class will be pitched to the high school and promoted within the walls of the school.
Social media sites like Facebook will also advertise the class. The class will be linked to the high
school’s Facebook page and Twitter feed.
The class will also be advertised at the local library and other teen driven organizations/events
like Young Life and college fairs.
Participants will be selected on a first come first serve basis. A qualifying survey will be
completed at registration. If the participant falls outside the target audience, then the
participant will be prompted to register for a different course based on their answers.
https://www.surveymonkey.com/s/JML2MXQ
14. Day 1 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Create a monthly
budget
Instructor Introductions
(5 minutes)
Group Activity: groups
will trade lists from
original activity and
identify the needs v’s the
wants listed
(10 minutes)
Alexa von Tobel Ted
Video (15 minutes)
Individual Activity:
Learners will sign up for
Mint.com and get to
create their profile and
input some financial
information
(15 minutes).
Objective: Learners will
identify five basic needs
Ice Breaker
Get to know your
neighbor and introduce
to the class
(15 minutes).
Formative Assessment:
Instructor to check-in on
comprehension by asking
feeler questions and
answering any participant
questions
(5 minutes).
Discussion on the video
(15 minutes)
Formative Assessment:
Instructor-led verbal
voluntary assessment on
needs vs wants.
Favorite thing learned
from the session
(15 minutes).
Objective: Learner will
assess needs versus
wants
Instructor to go over
class expectations, the
survey results and to
have an open discussion
with the class on why
they signed up for class.
Padlet instruction for
anonymous parking lot
items
(20 minutes).
Introduce Mint.com
Go through the tool,
focus on the “How it
works” and “Budgeting”
tabs (15 minutes).
Individual activity:
learners will list their
current expenses and
break them down into
needs vs wants
(10 minutes).
Parking lot: Discuss
anything additional the
class wants to know
about budgets, review
Padlet
(20 minutes).
Objective: Learner will
generate a savings plan
Group activity: work in
pairs to create a list of
everyday needs
(5 minutes).
Instructor-led lecture on
Break (30 minutes) Group activity: learners
will find resources and
software to address Alexa
von Tobel’s Top 5
(15 minutes).
Prepare the class for the
next session on credit
cards. Show class how to
pull their credit report so
they can bring it to the
15. Day 2 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Evaluate credit card
options
Recap from the last session.
Questions that came up in the
meantime (15 minutes).
Credit scores: Discuss factors
that impact a credit score.
Things a credit score can
enhance or inhibit
(30 minutes).
College student credit card
video
Discussion on video
(15 minutes).
Break (5 minute)
Formative Assessment:
Instructor-led verbal voluntary
assessment on main attributes
to review on a credit card.
Favorite thing learned from the
session
(20 minutes).
Objective: Learner will review
features of a credit card
Instructor-led discussion on the
value of credit cards, pitfalls of
credit cards, and some general
trends seen with the younger
generation and credit cards (30
minutes).
Formative Assessment: Open
discussion with the class on
material covered. What
questions do they have.
(5 minutes).
Group activity: Instructor
guided, class will be provided
with two credit card offers
based on the groups they are
in. They will review the
paperwork and highlight the
main points throughout the
forms (10 minutes).
Parking lot: Discuss anything
additional the class wants to
know about credit cards. Review
Padlet
(20 minutes).
Objective: learner will generated
a table to better assess multiple
credit cards
Formative Assessment: Open
discussion with the class on
material covered. What
questions do they have.
(10 minutes).
Break (30 minutes) Group presentations of previous
activity with discussion on the
best credit card option given
the variables (35 minutes).
Prepare the class for the next
session on student loans.
Request learners to research
desired schools and current
tuition costs
(15 minutes).
16. Day 3 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Navigate student
loans
Recap from the last session.
Questions that came up in the
meantime (15 minutes).
Credit scores: Discuss factors
that impact a credit score.
Things a credit score can
enhance or inhibit
(30 minutes).
Formative Assessment:
Instructor asks verbally to
determine who is about to go
to college vs who is currently in
college and/or not attending
for another year (5 minutes).
Parking lot: Discuss anything
additional the class wants to
know about student loans and
alternative college funding
options. Review Padlet
(20 minutes).
Objective: Learner will
compare the cost of
tuition at two schools
Group discussion on the
learners’ college research.
Work as a group to determine
main items to consider with
tuition costs, etc. tuition,
books, living expenses, etc.
(20 minutes).
Formative Assessment: Open
discussion with the class on
material covered. What
questions do they have.
(5 minutes).
Instructor lecture on
scholarships. Review Fastweb
and other scholarship website
(30 minutes).
Recap of the goals and
objectives of the course.
Answer any additional
questions.
Formative Assessment: what
was the most useful item you
will walk away with?
(35 minutes).
Objective: Learner will
complete the financial aid
paperwork through the
NSLDS
Individual activity: based on
the criteria created with the
class, learners will create a
table of the topics and fill in
the college specific criteria.
(15 minutes)
Break (30 minutes) Instructor lecture on the
NSLDS, financial aid review and
exit counseling
(20 minutes).
Summative Assessment:
learners to complete survey on
value of class and other
potential topics they would like
covered (5 minutes).
Group discussion: review a Break (5 minute)
17. Phase 4: Summative Evaluation
• The class will conclude with a short 3 question survey the learners will complete while
they are in class to promote completion of it. The survey will gather information
regarding their value in the course and additional information they would like to see
in the future.
• https://www.surveymonkey.com/s/LY9N98P
• The data collected from these surveys will help determine the time spent on the given
topics, additional topics to add to this session, and sessions to be created outside of
this course
18. References
Chandler Public Library. (2014). Where does all my money go? Retrieved from Chandler Public
Library, website.
Student debt. (2014). Retrieved from http://www.debt.org/students/debt/
The university of Arizona free personal finance site. (2014). Retrieved from
http://ag.arizona.edu/sfcs/personalfinance/introduction.html
Teaching across generations. (2004). Retrieved from
https://www.mcc.edu/pdf/pdo/teaching_across_gen.pdf