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El. knyga: Financial Education in U.S. State Colleges and Universities: Establishing and Building Programs

  • Formatas: PDF+DRM
  • Serija: SpringerBriefs in Psychology
  • Išleidimo metai: 28-Nov-2015
  • Leidėjas: Springer International Publishing AG
  • Kalba: eng
  • ISBN-13: 9783319244303
Kitos knygos pagal šią temą:
Financial Education in U.S. State Colleges and Universities: Establishing and Building ProgramsDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Serija: SpringerBriefs in Psychology
  • Išleidimo metai: 28-Nov-2015
  • Leidėjas: Springer International Publishing AG
  • Kalba: eng
  • ISBN-13: 9783319244303
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This book addresses the uncertain state of financial literacy among todays college students and examines steps colleges and universities are taking to address this widespread concern. This work introduces a four-fold typology of organizational models for college-based financial education programs and uses these as optics for grouping and presenting case studies.  The case studies presented provide a holistic representation of how universities develop, sustain and grow financial education programs. Details on the nature of programs, goals, administrative support, resources, partnerships, scale of operations, program content and delivery, advertising, evaluation, program spinoffs, and much more are captured in this work. In addition to detailed case studies, this book presents general findings on the availability of and delivery modes for college-based financial education. 

This work has significant utility for universities and colleges seeking to implement new financial education programs, changing existing programs, improving program relevancy or expanding program delivery on campus. It is an important contribution to the experiential understanding on how college students as consumers can acquire financial education as part of their broader college curricula and be able to better manage their financial lives.

Included in the coverage:







The financial literacy imperative. Program delivery and organizational models in state colle ges and universities. The academic model. The full-fledged money management center. The aspirational/seed program. The branch/interspersed model. As financial literacy is increasingly recognized as a core life skill, it becomes more crucial as a component of higher education. Personal Financial Education in State Colleges and Universities in the U.S. is salient reading for college and university administrators, researchers, social workers and mental health professionals working with college students, policy analysts and faculty from any discipline interested in promoting the financial literacy of their students.
1 The Financial Literacy Imperative
1(18)
1.1 Defining Financial Education
3(2)
1.2 Making a General Case for Financial Education
5(1)
1.3 Financial Education in Colleges and Universities
5(4)
1.3.1 Models and Delivery Mechanisms for Financial Education
6(1)
1.3.2 Program Content
7(1)
1.3.3 State Colleges and Universities and Financial Education
8(1)
1.4 Study Methods
9(5)
1.4.1 The Data Collection Process and Analysis
10(4)
1.5 Organization of Findings
14(5)
References
15(4)
2 Program Delivery and Organizational Models in State Colleges and Universities
19(12)
2.1 Financial Education Program Delivery in State Colleges and Universities
19(7)
2.1.1 "For-Credit" Personal Finance Courses
19(2)
2.1.2 Section(s) within the Freshman Seminar/First Year Experience (FYE) Course
21(1)
2.1.3 Established Agreements/Relationships with Financial Institutions
21(1)
2.1.4 Financial Literacy Seminars/Workshops/Sessions
22(1)
2.1.5 Special Events/Activities
23(1)
2.1.6 Online Resources
23(1)
2.1.7 Peer Counseling and Peer Mentoring
24(1)
2.1.8 Individualized Financial Counseling
25(1)
2.1.9 Money Management or Financial Education Centers
25(1)
2.1.10 Classroom and Group Presentations
25(1)
2.1.11 Other Efforts
26(1)
2.2 Typology of Financial Education Programs: Organizational Models
26(5)
2.2.1 The Academic Model
26(1)
2.2.2 The Full-Fledged Money Management Center
27(1)
2.2.3 The Seed Program or Aspirational Model
28(1)
2.2.4 The Branch or Interspersed Model
29(1)
References
30(1)
3 The Academic Model Case Study
31(28)
3.1 The East Carolina University Case Study
31(28)
3.1.1 Introduction
32(1)
3.1.2 Course Start-Up and Growth
33(1)
3.1.3 Composition of the Classes
33(1)
3.1.4 Popularity of the Personal Financial Management Course
34(1)
3.1.5 Teaching Methods and Techniques
35(3)
3.1.6 Course Content
38(4)
3.1.7 Course Management and Requirements
42(1)
3.1.8 Creating a Book for the Course
43(2)
3.1.9 Course Evaluation, Feedback, and Success
45(2)
3.1.10 Pros and Cons of Teaching Personal Finance within a College of Business
47(1)
3.1.11 Administrative Support for the Course
48(1)
3.1.12 Current Challenges
49(1)
3.1.13 Strengths and Weaknesses of the Course
50(1)
3.1.14 Course Funding
51(1)
3.1.15 Course Marketing
51(1)
3.1.16 Course Success
52(1)
3.1.17 Evolution of a Broader Financial Literacy Program at ECU
52(3)
3.1.18 Program Spin-Offs
55(3)
References
58(1)
4 The Full-Fledged Money Management Center Case Studies
59(32)
4.1 Sam Houston State University, Student Money Management Center
59(18)
4.1.1 Introduction
59(2)
4.1.2 Establishing the SMMC
61(3)
4.1.3 Nature of the Financial Education Program
64(7)
4.1.4 Evolution of the Program
71(1)
4.1.5 Organizational Positioning of Program
71(1)
4.1.6 Funding, Resources, and Key Partnerships
72(1)
4.1.7 Scale of Operations
73(1)
4.1.8 Advertising the Program
74(1)
4.1.9 Program Content and Delivery Mechanisms
74(1)
4.1.10 Program Evaluation, Feedback, and Success
75(1)
4.1.11 Program Spin-Offs
75(2)
4.1.12 Current Program Challenges
77(1)
4.2 University of Wisconsin La Crosse It Makes Cents! Money Management Program
77(14)
4.2.1 Introduction
77(1)
4.2.2 Starting a Pilot Financial Education Program on Campus
78(1)
4.2.3 Evolution into a Full-Fledged Financial Education Program
79(2)
4.2.4 Nature of the Financial Education Program
81(3)
4.2.5 Advertising the Program
84(1)
4.2.6 Program Funding and Resources
85(1)
4.2.7 Support for the Program
86(1)
4.2.8 Strengths and Challenges
86(1)
4.2.9 Program Content and Delivery Mechanisms
87(1)
4.2.10 Organizational Placement and Supervision
87(1)
4.2.11 Scale of Operations
87(2)
4.2.12 Program Evaluation, Feedback, and Success
89(1)
4.2.13 Program Award
89(1)
4.2.14 Another Form of Financial Education on Campus
89(1)
References
90(1)
5 The Seed Program Case Studies
91(30)
5.1 Grand Valley State University Money Smart Lakers
91(10)
5.1.1 Introduction
91(1)
5.1.2 Establishing the Financial Education Program
92(2)
5.1.3 Nature of the Financial Education Program
94(2)
5.1.4 Evolution of the Program
96(1)
5.1.5 Organizational Positioning of Program
97(1)
5.1.6 Funding, Resources, and Key Partnerships
97(1)
5.1.7 Scale of Operations
98(1)
5.1.8 Advertising the Program
98(1)
5.1.9 Program Content and Delivery
99(1)
5.1.10 Program Challenges
99(2)
5.2 Purchase College SUNY Financial Education Program
101(8)
5.2.1 Introduction
101(1)
5.2.2 Establishing a Financial Education Program
101(1)
5.2.3 Nature of the Financial Education Program
102(5)
5.2.4 Evolution of the Program
107(1)
5.2.5 Organizational Placement of Program
107(1)
5.2.6 Challenges to Implementation and Continuation
108(1)
5.2.7 Advertising the Program
108(1)
5.2.8 Program Content
108(1)
5.2.9 Program Evaluation and Success
109(1)
5.3 University of Texas at San Antonio Rowdy Cents Program
109(12)
5.3.1 Introduction
109(1)
5.3.2 Establishing an Initial Financial Education Program
110(1)
5.3.3 The Second Phase of the Rowdy Cents Program
111(1)
5.3.4 Nature of the Current Program
112(3)
5.3.5 Influences on the Evolution of the Current Program
115(1)
5.3.6 Funding, Resources, and Key Partnerships
116(1)
5.3.7 Scale of Operations
117(1)
5.3.8 Advertising the Program
117(1)
5.3.9 Program Content and Delivery
118(1)
5.3.10 Program Evaluation, Feedback, and Success
118(1)
5.3.11 Current Program Challenges
119(1)
References
119(2)
6 The Branch Model Case Study
121(12)
6.1 CSUN Financial Education Programs
121(12)
6.1.1 Introduction
122(1)
6.1.2 Efforts of the Financial Aid and Scholarship Department
122(4)
6.1.3 Efforts of the Department of Finance, Financial Planning, and Insurance
126(2)
6.1.4 Efforts of the Department of Family and Consumer Sciences
128(2)
6.1.5 The Financial Literacy Affinity Group
130(1)
References
131(2)
7 Summary and Conclusion
133(10)
7.1 Summary
133(7)
7.2 Key Findings Across Programs and Models
140(1)
7.3 Reasons Why Some Colleges and Universities Do Not Offer Financial Education
141(2)
References
142(1)
Appendix: Semi-structured Questions for Case Studies 143(4)
Index 147
Dr. Donna Danns is currently an Associate Professor of Economics in the Mike Cottrell College of Business, University of North Georgia where she teaches courses in Macroeconomics, Microeconomics, Global Management Strategies and Personal Finance. She is a former Central banker and has held financial management positions in the private sector.
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