Peak Performance Success in College and Beyond 9Th Edition Ferrett Solutions Manual Full Chapter PDF

Chapter 4: Maximize Your Resources
Solution Manual for Peak Performance Success in

College and Beyond 9th Edition Ferrett 0073522481
9780073522487
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Table of Contents
Chapter Overview............................................................................................................ 3
Learning Outcomes ......................................................................................................... 3
Chapter Outline ............................................................................................................... 4
Worksheets ..................................................................................................................... 5
Teaching Tips .................................................................................................................. 6
Feature Notes ................................................................................................................. 9
Personal Evaluation Notebook ................................................................................. 9
Peak Progress .......................................................................................................... 9
Think Fast ............................................................................................................... 10
Take 3..................................................................................................................... 11
Career in Focus ...................................................................................................... 11
Peak Performer Profile ........................................................................................... 11
Answers to In-Chapter Critical Thinking Questions ....................................................... 12
Review and Application Notes ....................................................................................... 13
Case Study.................................................................................................................... 14
Discussion Questions .................................................................................................... 15
In-Class Activities .......................................................................................................... 16
Bonus Internet Exercises .............................................................................................. 17
Ferrett, Peak Performance, 9e IM-4 | 1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Exercise 4-1: Institution Resources ........................................................................ 17

Exercise 4-2: Community Resources...................................................................... 17
Exercise 4-3: Scholarships, loans and grants ......................................................... 17
Additional Activities ....................................................................................................... 18
Additional Resources .................................................................................................... 19
Additional Reading ........................................................................................................ 20
Education.
Chapter Overview
Chapter 4 creates an awareness of what resources are available in school and in the
community, as well as getting a handle on money management. For traditional-age
students, the transition from high school to college or professional school is significant,
and often students may feel hesitant towards their new surroundings. They may compare
everything with what was familiar to them, dwell on old friends, and feel as if they don’t
belong. Older students may not have the time to take advantage of school resources—
or at least think they don’t—and thus don’t feel personally connected to the school.
Getting both groups of students involved in not just their courses but also the whole
“school experience” is key to developing their motivation to learn and to completing their
course of study. They need to know what available resources can help them excel in
class, grow personally, and support them in career preparation and job hunting.
Learning Outcomes
Students will learn to:
• Identify their school’s resources
• List resources of interest to students with special concerns
• Describe how to use the library and technology to their advantage
• Manage their financial resources and save for the future
• Explain how they are their greatest resource
Education.
Chapter Outline
1) Explore Your School’s Resources
a) People Resources
i) Academic Advisor
ii) Instructors
iii) Mentors
iv) Peers
b) Program Resources
i) Advising Center
ii) Admissions, Records, and Registration
iii) Learning Centers
iv) Library
v) Career Center
vi) Health Center
vii) Mediation and Conflict Resolution
viii)Counseling Center
ix) Student Activities Office
x) Service Learning
xi) Student Union
xii) Recreational Centers
xiii) Alumni Association
xiv) Security
c) Additional Online and Information Resources
i) School Catalog
ii) Orientation Guide
iii) Schedule of Classes
d) Students with Disabilities
e) Commuter Students
f) Returning Students
2) Manage Your Financial Resources
a) Keep a Budget
b) Research Financial Assistance
c) Avoid Credit Card Debt
d) Protect Your Identity
e) Save for the Future
f) Get Financial Help If You’re in Trouble
3) You Are a Great Resource!
Education.
Worksheets
4.1: Applying the ABC Method of Self-Management
Page 142
This gives students the opportunity to set financial goals, determine what obstacles they
might encounter, and think about how they will tackle them.
4.2: Networking
Page 143
Students need to be reminded that it is never too early to start networking. College
provides a great opportunity to begin building contacts. Have students add instructors,
students, coworkers, and community members to their networking lists. Encourage them
to put this list of resources on their computers so they can update it often.
4.3: Community Resources

Page 144
This grid will help students become more aware of the available resources, encourage
them to locate resources, and help them to obtain a contact person and telephone number
for each.
4.4: Monthly Budget

Page 145
This worksheet will remind students how important it is to budget. Many students don’t
know where their money goes. Students should be encouraged to start building financial
security early and develop the habit of knowing where their money goes.
Career Development Portfolio: Managing Resources

Page 146
Education.
Teaching Tips
SUCCESS PRINCIPLE 4: Focus on PLANNING, not reacting
SELF-MANAGEMENT:
This is an important exercise since students rank money problems as a major source of
concern. Have them visualize themselves being debt-free, in control of their finances and
feeling abundant. Have them complete the journal entry. Discuss the importance of
setting goals and working each day to achieve them. Sacrifices can build confidence and
discipline, and being forewarned about transitions can render them less stressful.
Explore Your School’s Resources

For out-of-town students, discuss the importance of staying at school long enough in the
first term to become involved in the school and community before going home to visit.
Ask if any of them have experienced homesickness. Urge students to think of creating a
community for themselves in their new surroundings.
Ask commuter and/or local students if they utilized school resources (such as lecture
series presentations, school events, recreational facilities) before enrolling. Did the
resource(s) give them a positive impression of the school and make them feel welcomed?
Review the school’s resources and how students can benefit from each of these
resources.
People Resources
People are our most significant resource, and key amongst them is the academic advisor.
The academic advisor will guide the student through their academic endeavor. Also
helpful are the various staff and instructors in departments, academic programs, and
offices. All of these people are there to help and assist you in meeting your goals. Point
out writing centers, learning centers and various offices staffed by people who can assist
students in getting better grades. Note other professionals such as counselors, advisors,
evaluators and peer support, and the power of good mentors. Have students complete
the “Your School’s Resources” form at the end of the text.
Students need to clarify expectations with their instructors and meet with them often so
they can know how they are doing in the class.
Stress with transfer students that each college system is different. Transfer students may
resist going to orientations or seeing an advisor because they may think they know the
system. Encourage transfer students to see their advisors, create relationships with their
instructors, and form study groups.
Students should see their advisors immediately upon learning they are being placed on
probation. If they received an F grade, they should consider repeating the class.
Common reasons for placing students on probation include:
• Not attending class.
Education.
• Not keeping up with reading.

• Not turning in homework.
• Not talking with instructors.
• Not getting help soon enough.
• Being unprepared for difficult classes.
Program Resources
Most campuses have many resources to help students succeed both academically and
socially.
Additional Online and Information Resources

Ask students to check out the school’s Web site(s). This might be a good time to review
various sites that students have found helpful or take a tour of the library and discuss on-
line resources. Encourage students to take ownership by familiarizing themselves with
the university Catalog.
Students with Disabilities

Review the resources available for students with disabilities. At some colleges, the
learning center offers workshops in study skills and tutors for all students. This is a
valuable resource. All students should be encouraged to assess their needs and explore
resources that can help them be successful.
Commuter Students
Ask commuter students how they make the most of their time commuting. Do they listen
to tapes? If riding a bus or public transportation, do they review notes? Discuss creative
ideas for making the most of their commute. Also discuss ways that commuter students
can get more involved in school by joining clubs, attending concerts, getting involved in
plays or sports, etc.
Returning Students
Most campuses have reentry programs that provide various resources for returning
students. Encourage students to become involved even if they are busy with jobs and
families.
Many returning students commute to classes and go home right after class. It’s important
that they build relationships and explore all the campus resources available to help them
succeed. Stress the importance of getting to know other students and their instructors.
Manage Your Financial Resources

Money is a major concern for many students. This section is designed to help students
look at money in a new way. Emphasize the importance of planning and keeping a
budget, as well as the consequences of credit card debt. It is essential that students
evaluate their finances to prevent overspending and amassing large amounts of debt.
Education.
Keeping a budget helps students gain a sense of control and aids awareness and
planning. Allow students enough time to start their budgets and have them monitor their
finances for a month.
Keep a Budget
Discuss the importance of writing down all expenses and income and creating a budget.
Learn to maintain files and records of documents.
Research Financial Assistance

You may want to have a guest speak from the campus financial aid office and/or the local
Consumer Credit Counseling Services.
Avoid Credit Card Debt

Stress that credit cards should only be used if students have the money and interest
should be paid off every month. They are essentially just good tools for establishing a
credit history.
Protect Your Identity

Discuss ways to protect your identity. You may want a guest speaker to come in and
stress the importance of not giving out important information on the phone or e-mail.
Save for the Future

Delayed gratification is key to meeting your goals. Discuss the value of investing in a
college education, training, a home, etc.
Get Financial Help if You’re in Trouble

If you have not had a guest speaker from the local Consumer Credit Counseling Services,
this would be a good time to have one. You may want to ask students to bring in a list of
campus and community resources that can help students get out of financial difficulty.
You Are a Great Resource!

Emphasize to students that they are their most valuable resource. They should take
advantage of the school and community resources and contribute to those in which they
are most interested. This will give students a sense of satisfaction. Encourage them to
get involved beyond their school and communities.
Education.
Feature Notes
Personal Evaluation Notebook
4.1: Activities and Clubs

Page 122
You may want someone from the Activities office to discuss various activities, events,
groups, and clubs at school. Many schools host an “activities day.” Encourage students
to explore the clubs offered in their major or department.
4.2: Money In/Money Out

Page 129
The purpose of this exercise is to increase awareness of what students spend and to
encourage them to keep a budget. Have students monitor their expenses for a month.
They often discover that they are spending more on eating out or for entertainment than
they had thought. Talk about ways students can increase revenue and decrease
spending.
Peak Progress
4.1: How to Form a Study Group

Page 117
Discuss the value of forming study groups in every course from the first day of class. Tell
students to ask each other if they would like to join a study group and post a notice. Ask
for additional suggestions.
4.2: Staying Safe

Page 122
Consider having a guest speaker review tips for staying safe. Ask students for additional
suggestions, from locking doors & not walking alone after dark, to getting to know
someone well before spending time alone, etc.
4.3: Using Technology at School

Page 123
Have students locate computer labs on campus and discuss tech support.
4.4: Exploring Your Community’s Resources

Page 127
Ask students how active they are in the community and what resources have been useful
for them that they would recommend to others. Review the list of resources presented in
Peak Progress 4.4 and assign individual students to learn more about their services and
report back to the class. Also, many community Web sites have a coming events section
that highlights programs and events. Ask students to relay certain events that are of
interest.
Education.
4.5: Applying the Adult Learning Cycle to Managing Financial Resources

Page 133
Stress the importance of wanting to gain control over your finances and your life. Ask
students to go through the adult learning cycle. Focus on small consistent daily practices.
Ask students for suggestions.
Think Fast
Page 134
Sample answers are provided for the in-text questions:
▪ Should Luis stop contributing to his 401k and /or savings account in order to furnish
his apartment?
As long as Luis doesn’t have other financial obligations (credit card debt, student
loans, etc.), Luis should try to contribute as much as he can to his 401k and savings
account. With the recent fluctuations in the stock market, some may argue that a 401k
is a losing investment and savings accounts are giving almost no interest in return.
However, participating in a 401k is an excellent long-term investment, growing
exponentially over time. And although interest rates are low and add little to a savings
account, this gives Luis a cushion in case he runs into financial issues, such as losing
his job.
▪ What are some creative ways Luis could explore to furnish his apartment more
economically?
Luis should look into thrift shops, which often sell furniture in excellent or slightly used
condition at the fraction of the original cost. He may also find some great deals
through online sites. Luis should mention to friends and family that he’s trying to
furnish his apartment and is interested in any cast-offs, which may just need some
creativity (and a little paint).
▪ What else can Luis do now (educationally, financially, socially) that will help him if
his job gets cut?
As with any job, there is always a possibility that the position could be eliminated
tomorrow. Luis should make a list of additional certifications or training he should
acquire in order to increase his marketability. He should check local colleges for
special classes or seminars and ask his employer if they offer any additional training,
reimburse any tuition fees, or recommend new certifications. At the minimum, his
employer should be impressed that he is interested in learning new programs that
will increase his value to the company. Financially, he should be looking for every
place in his budget that he can save money in order to have a cushion in case he
suddenly finds himself without work. That doesn’t mean leading a depressing life—
but he should be spending his money on things that will help him grow both
personally and professionally. He should cultivate friendships and family
relationships, and he should always be networking with others in his field, including
colleagues at other companies, professional organizations, special interest groups,
etc. to keep a leg up on where the field is going and where job opportunities are.
Most jobs are acquired through personal connections.
Education.
Take 3
Pages 124
Ask students to attempt the activity within the first few weeks of class (connecting with
their advisor). If necessary, set a deadline. Did students learn anything new in their
meeting? Ask them to mark in their planner to connect with their advisor again in the
future. Provide advice on how often that should occur (i.e. monthly, quarterly, etc.).
Would it be appropriate for them to schedule multiple appointments with their advisor now
so it’s already taken care of? Refer students to Peak Progress 2 regarding questions to
ask their advisors. Provide additional checklists useful related to your school.
Career in Focus
Benefits of Community Resources

Page 138
What qualities make a good social worker? Why?
Being responsible, personable, caring, emotionally stable, and able to work independently
are qualities that make a good social worker. These qualities are vital because a social
worker deals with a variety of people in challenging situations and must be able to
communicate effectively, counsel, and assist students and/or parents with their problems.
Peak Performer Profile
Eric Greiten
Page 153
Do you know anyone struggling with the aftereffects of military service? What resources
does your college offer that help returning veterans further their education and participate
in school and community affairs?
There are a broad range of resources on a college campus that may be able to assist,
depending on the individual’s challenges. These can include an Advising Office, Learning
Center, Career Center, Health Center, Ombudsman, Counseling Center, Recreational
Center, Chaplain’s Office.
Education.
Answers to In-Chapter Critical Thinking Questions

Photo: Check Out What’s Available
Page 114
What are some resources that you have already tapped into?
Use creativity to explore resources. Encourage students to share with each other.
Photo: Use the Library

Page 119
What assistance or resources can you get at the library that would be difficult to find on-
line?
Most libraries are staffed with experienced professionals who can help determine the best
resources for a project or assignment. Even if you feel confident about your research, it
can never hurt to ask for a “second opinion.”
Figure 4.1: Student Loan Payback

Page 128
How much will you need to allocate each month for your student loan?
Figure 4.2: The Power of Compound Interest

Page 133
Can you figure out how much Tonya would have it she had not stopped after 10 years
but continued investing until age 65?
The answer, $385,506, is found on page 141 of the text.
Photo: Communicate About Your Finances

Page 135
How can financial problems affect a relationship?
Financial problems rank high as a source of stress in relationships. Planning a solid
financial future together involves good communication, trust, and a “team” approach.
Education.
Review and Application Notes

Potential answers to Review Questions on Page 140.
1. What are some of the benefits of participating in a study group?

Benefits include (but aren’t limited to):
• Gaining practice speaking in front of others
• Learning to work as a team
• Practicing self-discipline and accountability to others
• Becoming better organized and prepared
• Clarifying notes and lecture material
• Improving understanding and memory by reviewing information in various
formats
• Meeting new people and building a support network
2. What type of campus programs would you contact to find a full- or part-time job
while attending school?
Answers may include the job placement office or career center.
3. Name two college financial resources cited in this chapter that you would like to
investigate and explain why.
Answers will vary but could include two of the following: school scholarships and
grants; Pell Grants; loans; work-study programs; programs for people with special
needs; veterans programs; programs for Native-American students.
4. How can staying healthy help you financially?

Illness is costly. By staying healthy you can save time and energy, avoid missed
classes, which cost you a portion of your education, and save money on medical
bills and, possibly, health insurance.
5. What is your most important resource? Why?

Answers may vary but students should recognize that they are their own most
important resource. By calling on their inner resources, they can make a difference
in the world and become part of a community.
Education.
Case Study
Using Resources
Page 141
The purpose of this case study is to encourage students to get more involved in the
campus and to make a contribution to the larger community. Suggested answers follow.
In the Classroom
1. Lorraine should go to clubs and activities that she is interested in exploring. She
may want to choose one or two on which to focus. Many campuses have a club
office, and more schools are becoming involved in service learning and
community involvement. Lorraine should also:
• Explore all resources.
• Take extra time to assess her interests and talents.
• Join groups that share her interests or concerns.
• Discover the fulfillment of contributing to the community.
2. Lorraine should go to the financial aid office for information about scholarships and
loans. She should also go to the office on campus that helps returning or reentry
students. Building a support network of students who have similar concerns and
needs is also very helpful and empowering.
In the Workplace
3. Lorraine should discuss the resources available at staff meetings and perhaps
invite various speakers to discuss their resources and programs. She could also
post pamphlets and flyers on campus.
4. Lorraine needs to model contribution and involvement. Perhaps the company

could sponsor events and allow employees a certain amount of time for community
involvement. Lorraine could also reward people who contribute their time and
talents with a letter or special award.
Education.
Discussion Questions
1. Think of three college related goals that you would like to achieve. What campus
resources would be most helpful to you in achieving these goals? What
community resources would be most helpful to you in achieving these goals? (LO
4.1)
Answers will vary.
2. List some academic resources available on campus. In what ways do these

resources help students? List some non-academic resources available on
campus. In what ways do these resources help students? (LO 4.1)
Academic resources include Student Support Services, tutors, counselors, library,
computer labs, advisors, instructors. Non-academic resources include Student
Development, Rec centers, Campus Counseling, clubs, student newspaper.
3. What are some ways that students can “network” on campus? (LO 4.1)
They can move outside their comfort zone by getting an on-campus job, joining an
intramural team, volunteerism, introducing themselves to students and instructors.
4. In what ways can you continue to use campus resources when you are off
campus? After you graduate? (LO 4.1 and 4.3)
Many resources can be remotely accessed via the internet. Post graduation, the
Alumni Association and Career Services may be beneficial.
5. What resources are available for non-traditional students? (students with

disabilities, commuter students, returning students) (LO 4.2)
Disabled students may benefit from books on tape, note-takers, tutors, SmartPen.
Returning students may benefit from the Office of Continuing Education, VA office,
Job Placement services, child care facilities, and more.
6. In what ways can the community in which you live support and enrich your
college experience? (LO 4.5)
The community may provide services that will free you up to continue your
development; alternately, one can also give back to the community in service
learning activities, which foster experience, teamwork, communication, etc.
7. How can your own Peak Performance serve as your greatest resource? (LO 4.5)
You are your own best advocate; you are the only one that can take advantage
of every opportunity that comes your way.
Education.
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Peak Performance Success in College and Beyond 9Th Edition Ferrett Solutions Manual Full Chapter PDF

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Chapter 4: Maximize Your Resources

Solution Manual for Peak Performance Success in

Download full test bank at:

Ferrett, Peak Performance, 9e IM-4 | 1

Exercise 4-1: Institution Resources ........................................................................ 17

Ferrett, Peak Performance, 9e IM-4 | 2

Ferrett, Peak Performance, 9e IM-4 | 3

Ferrett, Peak Performance, 9e IM-4 | 4

4.3: Community Resources

4.4: Monthly Budget

Career Development Portfolio: Managing Resources

Ferrett, Peak Performance, 9e IM-4 | 5

SUCCESS PRINCIPLE 4: Focus on PLANNING, not reacting

Explore Your School’s Resources

• Not keeping up with reading.

Additional Online and Information Resources

Students with Disabilities

Manage Your Financial Resources

Research Financial Assistance

Avoid Credit Card Debt

Protect Your Identity

Save for the Future

Get Financial Help if You’re in Trouble

You Are a Great Resource!

Ferrett, Peak Performance, 9e IM-4 | 8

4.1: Activities and Clubs

4.2: Money In/Money Out

4.1: How to Form a Study Group

4.2: Staying Safe

4.3: Using Technology at School

4.4: Exploring Your Community’s Resources

Ferrett, Peak Performance, 9e IM-4 | 9

4.5: Applying the Adult Learning Cycle to Managing Financial Resources

Ferrett, Peak Performance, 9e IM-4 | 10

Benefits of Community Resources

Peak Performer Profile

Ferrett, Peak Performance, 9e IM-4 | 11

Answers to In-Chapter Critical Thinking Questions

Photo: Use the Library

Figure 4.1: Student Loan Payback

Figure 4.2: The Power of Compound Interest

Photo: Communicate About Your Finances

Ferrett, Peak Performance, 9e IM-4 | 12

Review and Application Notes

1. What are some of the benefits of participating in a study group?

4. How can staying healthy help you financially?

5. What is your most important resource? Why?

Ferrett, Peak Performance, 9e IM-4 | 13

4. Lorraine needs to model contribution and involvement. Perhaps the company

Ferrett, Peak Performance, 9e IM-4 | 14

2. List some academic resources available on campus. In what ways do these

5. What resources are available for non-traditional students? (students with

Ferrett, Peak Performance, 9e IM-4 | 15

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