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MASTER SYLLABUS |
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CUE 2300 |
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| Class Hours: 2.0 | Credit Hours: 2.0 | ||||||||
| Laboratory Hours: 0.0 | Date Revised: Spring 00 | ||||||||
| Catalog Course Description: | |||||||||
| A study of financial counseling. Topics include family resource management, consumer credit, budgeting, social security and estate planning. | |||||||||
| Entry Level Standards: | |||||||||
| None | |||||||||
| Prerequisites: | |||||||||
| None | |||||||||
| Textbook(s) and Other Reference Materials Basic to the Course: | |||||||||
| Financial Counseling:
A Strategic Approach for Credit Unions, by Charles J. Pulvino and James
L. Lee, Instructional, Enterprises, Madison, Wisconsin, 1991.
Consumer Finance, by Carl J. Ganzer, Kendall/Hunt Publishing Company, Dubuque, Iowa, 1982. Financial Counseling Syllabus - CUNA (for those students taking the Credit Union National Association CCUE national test) |
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| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | Registration.
Introduction to Credit Union Financial Counseling. Introduction to
both the idea of the strategic approach to counseling and the tactics or
means for helping people to accomplish their goals and objectives.
The differences among remedial, productive, and preventive financial counseling.
CUNA Syllabus, Lesson 1 |
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| 2 | Examination of the
topics that provide the basis for understanding the communication process.
Discussion of the four channels people use for communication. Exploring
the differences between the ways males and females communicate. Examination
of how initial impressions affect communicative interactions, how communication
is constantly being influenced, and how communication always has its obstacles.
And, discussion of the five major components and two process elements of
the communicative process.
CUNA Syllabus, Lesson 2 |
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| 3 | Discussion of the
foundational issues which affect financial counseling, motivating people
towards acceptable goals, strategic tactics used in counseling, the four
stages of the counseling process, financial planning and financial counseling
models, feedback, and ethical guidelines for counselors.
CUNA Syllabus, Lesson 3 |
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| 4 | Discussion of the
tactic of pacing and the verbal tactics of restatement, paraphrasing, and
summarization. Learning that there are three basic tactics for gathering
information and introduction to the advances exploration techniques.
CUNA Syllabus, Lesson 4 |
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| 5 | Impediments to good
communication, methods for dealing with resistance and advanced motivation
techniques. Exploration of strategies for decision making and problem
solving.
CUNA Syllabus, Lesson 5 |
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| 6 | Introduction to seventeen
different intervention strategies which are designed to demonstrate the
depth and diversity that are possible in approaching financial counseling
from a strategic perspective.
CUNA Syllabus, Lesson 6 |
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| 7 | Applying counseling
strategies and tactics in situations were more than one person is being
counseled. Sources of conflict in multiple counseling, and how to
deal with conflict in such counseling sessions. The importance that
assessment procedures have in making a counseling relationship a successful
one for all parties involved.
CUNA Syllabus, Lesson 7. MIDTERM EXAM |
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| 8 | Learn what financial
counseling is and what it is not. The positive and negative aspects
of multiple counselor roles, and counselors' values, beliefs, and attitudes.
CUNA Syllabus, Lesson 8 |
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| 9 | Determining a person's
net worth, income patterns and how to develop goals and budgets.
How to set up recordkeeping systems for people. Examination of the
traditional triad of consumer finance--food, clothing, and shelter.
CUNA Syllabus, Lesson 9 |
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| 10 | Discussion of services offered by the different types of financial institutions. The alternative sources for personal loans and credit. Relating the use of borrowing and credit to money market conditions. Analyze vehicle operating costs. Looking at alternatives for transportation. Analysis of vehicle insurance coverage. CUNA Syllabus, Lesson 10 | ||||||||
| 11 | Examination of the
cost of financing a home. Discussion of the housing alternatives
and other considerations in setting up a strategy for buying or building
a home. Analysis of person's health and life insurance in relation
to the amount of an individual's family's income.
CUNA Syllabus, Lesson 11 |
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| 12 | Management of discretionary
income, development of an estate, and tax considerations. Identifying
risks and their measurement against rewards. Indices of market direction
for investments.
CUNA Syllabus, Lesson 12 |
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| 13 | Discussion of variable-return
investments. How to read the stock pages. Review the issue
of retirement and estate planning and estate transfer.
CUNA Syllabus, Lesson 13 |
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| 14 | Other Financial Counseling topics and review of the entire course. | ||||||||
| 15 | Pellissippi Final Examination | ||||||||
| 16 | CCUE National Examination | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Understand the financial counseling process and the different methods that are available. I, II | ||||||||
| B. | Recognize and understand the different ways to communicate with people. I, II | ||||||||
| C. | Know how to complete and use personal financial statements. I, II | ||||||||
| D. | Understand insurance and its role in financial planning. I, II | ||||||||
| *Roman numerals after course objectives reference goals of the Business and Community Services department. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Take part in course
assignments such as team discussions; team case studies;
team projects; experiential exercises; oral, written, PowerPoint, and/or email presentations; Internet research; etc. to help develop teamwork, leadership, and followership skills. Communication Outcome, Personal Development Outcome, Cultural Diversity & Social Adaptation Outcome, Information Literacy Outcome, Transitional Strategy, Active Learning Strategy |
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| 2. | Perform course assignments
such as team discussions; team case studies; team
projects; experiential exercises; oral, written, PowerPoint, and/or em presentation; Internet research; etc. to help develop critical thinking, problem solving, goal setting, and planning skills. Communication Outcome, Personal Development Outcome, Cultural Diversity & Social Adaptation Outcome, Problem Solving and Decision Making Outcome, Information Literacy Outcome, Transitional Strategy, Active Learning Strategy |
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| 3. | Practice elements of the work ethic such as professionalism, preparedness, punctuality, honesty, cooperation, dependability, contribution, effectiveness, and good manners. Personal Development Outcome, Transitional Strategy | ||||||||
| *Strategies and outcomes listed after instructional processes reference Pellissippi State’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process. | |||||||||
| IV. Expectations for Student Performance*: | |||||||||
| Upon successful completion of this course, the student should be able to: | |||||||||
| 1. | Know the foundations of communications. B | ||||||||
| 2. | Know the communication and listening process. B | ||||||||
| 3. | Understand foundational issues and essential strategies. A | ||||||||
| 4. | Understand pacing and exploring strategies. A | ||||||||
| 5. | Know the strategies for fostering responsibility and decision making. A, D | ||||||||
| 6. | Know the forms of financial counseling and intervention strategies. A, C | ||||||||
| 7. | Understand when to terminate a financial counseling process. A | ||||||||
| 8. | Develop awareness of investment and taxation fundamentals. C | ||||||||
| 9. | Understand the fundamentals of retirement and estate planning. D | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: 100% of grade | |||||||||
| Quizzes
will be given each class to determine the students comprehension of the
reading assignments.
Quiz Scores - 20% of grade Mid-term - 30% of grade Final - 50% of grade |
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| B. Laboratory Expectations: | |||||||||
| N/A | |||||||||
| C. Field Work: | |||||||||
| N/A | |||||||||
| D. Other Evaluation Methods: | |||||||||
| N/A | |||||||||
| E. Grading Scale: | |||||||||
| 90
- 100 A
80 - 89 B 70 - 79 C 60 - 69 D Below 60 F |
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| VI. Policies: | |||||||||
| Attendance Policy: | |||||||||
| Pellissippi State Technical Community College expects students to attend all scheduled instructional activities. As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course. | |||||||||