Graduate Finance Basics Training Camp

Sherri Jenkins
CUR/516
Dr. Burnett
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 Instructional Plan
Graduate Finance Basics Training Camp

Part I - Course Title, Audience, Goals

Part 2 - Learning Objectives, Strategies, Activities
Part 3 - Design and Implementation Strategies
Part 4 - Evaluation Instruments and Strategies

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 Course Description and Purpose
Graduate Finance Basics Training Camp

Course Description: Two-week mini course for entry point

graduate finance students to introduce them to foundational finance
concepts

Purpose: To prepare learners to successfully navigate subsequent

finance courses

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 Phase I: Target Audience
Entry point graduate finance students
Ages 18 - 45 years of age
Minimal working finance knowledge
Bachelor's degree
Declared finance majors

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 Phase I: Course Length and Sessions
Two consecutive weeks, 1st Monday of the month
Week One - Monday, Tuesday, and Thursday
9 am - 3:30 pm (Local Standard Time)
Week Two - Monday, Wednesday, and Thursday
9 am - 3:30 pm (Local Standard Time)

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 Phase I: Goals
Goal One: Increase student knowledge of finance basics
Goal Two: Increase student efficacy and competencies in time
value of money calculations

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 Phase II: Goal One Objectives
Goal One: Increase student knowledge of finance basics

Objective 1: Define the time value of money

Objective 2: Determine capital budgeting variables
Objective 3: Identify 3 business tax structures

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 Phase II: Goal One Objectives Continued

Objective 4: Create spreads using Excel

Objective 5: Calculate simple interest
Objective 6: Interpret ratio output and analyze

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 Phase II: Goal Two Objectives
Goal Two: Increase student efficacy and competencies of
TVM calculations
Objective 1: Understand relevance of TVM in finance
Objective 2: Develop strategies for real-life problems
Objective 3: Calculate capital budgeting problems
Objective 4: Acknowledge value of course on learning

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 Phase II: Instructional Strategies
Activities
Week One Week Two
Pre-test on Day One
2 hour lecture and group discussion on Simulation
TVM In-class quizzes (daily)
Basic calculations and formula Feedback
introductions
AMDS Coursepack Modules Capital budgeting group project
Role playing Excel practice
Quiz at eod Likert survey
Summative quiz
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 Phase II: Instructional Technologies
Tools
AMDS Coursepack Ratio Worksheets
Microsoft Excel Capital Budgeting Problems
MyFinance Lab
TVM Problems
Cesim Small Business
Simulation Financial statements
Projector and Computer Financial Calculator

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Phase III: Design and Implementation Strategies
Required Resources

Mobile devices, laptops Syllabus/Curriculum

Excel software Role playing simulations
AMDS Coursepack Internet Access
Interactive simulations
Dedicated servers

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 Phase III: Players/Team
Involved Individuals
1 Facilitator Budget/Finance officer
10-12 Finance graduate students Class space schedulers
1-2 Finance SMEs (Speakers/Excel) Advertising/Marketing Reps
1-2 dedicated IT experts
Deans/Advisors
Stakeholders

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 Phase III: Implementation Plan
Communication Plan
Department heads communication
Advises students advisors of availability and requirement for all learners
Information is disseminated through student personal and SNHU email

Marketing Department provides posters, newsletters, SNHU Intranet, etc.

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 Phase III: Instructional Strategies
Student Engagement Strategies
Facilitator rapport building Interactive simulations
Role playing exercises Guided group activities
Dynamic discussions (Chou & Learner-based projects
Lin, 2015)

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 Phase III: Instructional Strategies
Formative Assessments

Pre-test on Day One In-class assignments

Daily quiz/surveys at eod Mind Maps
Role playing (Stevens, 2015) Role playing simulations
Simulation results In-class calculations
Facilitator Substantive feedback

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 Phase IV: Evaluation Considerations
Evaluation Instruments
Pre and Post-tests
Likert Scale Survey
Quizzes

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 Phase IV: Evaluation Considerations
Quality Control/Goals and Objectives Met?
Kirkpatrick Level 2
Student Analytics
Pre-test results in comparison to post-test results
Quizzes
Level 2 summative, 10-question assessment
Student must score at least an 85%

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 Recommendations
Finance is an inherently challenging discipline and IDs have the ability to
mitigate these challenges by crafting a course that strategically caters to the
needs of the students in all aspects. Using instructional design models such as
ADDIE are encouraged because it systemically considers the needs of students
form the technology to the assessments. A continuous monitoring and
evaluation of the quality of the elements ensures that the goals and objectives
are met and if not, tweak can be made to shore up any shortfalls.

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 References
Chou, C., & Lin, P. (2015). Promoting discussion in peer instruction: Discussion partner assignment and

accountability scoring mechanisms. British Journal of Educational Technology, 46(4), 839-847.

doi:10.1111/bjet.12178

Hodell, C. (2016). ISD from the ground up: No-nonsense approach to instructional design (4th ed.). Alexandria,

VA: ATD Press.

Kirkpatrick Partners. (2017). The Kirkpatrick model. Retrieved from http://www.kirkpatrickpartners.com/Our-

Philosophy/The-Kirkpatrick-Model

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 References
Northern Illinois University. (n.d.). Writing goals and objectives. Retrieved from

http://www.niu.edu/facdev/_pdf/guide/prepare/writing_goals_and_objectives.pdf

Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching

in Higher Education, 20(5), 481-492. doi:10.1080/13562517.2015.1020778

Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses:

Instruction that motivates learning. San Francisco, CA: Wiley

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