Department of Home and Family

FCS 160 – Home and Family Management Syllabus

Monday, Wednesday, Friday 10:15-11:15 (1); 11:30-12:30 (2) Clarke 317
Janiel Nelson, Ed. S., CPFFE

[Note: This is a “management syllabus” meant to help us: 1) recognize how WE manage and 2) learn how TO manage
better. Please be mature with accepting the outcomes of your management choices. ]
Prerequisites: None
Credit Hours: 3
Office and Phone: Clark Bldg., Second Floor, Room 223F
Telephone/Voice Mail: (208) 496-4020
E-mail: nelsonj@byui.edu [Note: emails after 3 pm are addressed by afternoon next day.]
Office Hours: M/W 2-3
Course
Overview D&C104:17 – “For the earth is full and there is enough and to spare; yea, I prepared all things,
and have given unto the children of men to be agents unto themselves.” (management principle)
Course
Outcomes: Students should be able to demonstrate in readings, questions, discussions, and assignments:
 A knowledge, understanding, and application of management concepts and principles;
 How to research, write, and present a scholarly paper on a relevant and timely management
topic and implement what was learned;
 Implement the 7 Habits of Highly Effective College Students into their lives and the lives of
their families.

Course Goals: In the Book of Mormon, Nephi was desirous also that [he] might see, and hear, and know of [the
things of his father], by the power of the Holy Ghost, which is the gift of God unto all those who
diligently seek Him…(1 Nephi 10:17). This course has been prepared for students with the desire
to see, hear and know the “the things of our Father.” “For (s)he that diligently seeketh shall find;
and the mysteries of God shall be unfolded unto [you], by the power of the Holy Ghost… (1
Nephi 10:19). “And by the power of the Holy Ghost, ye may know the truth of all things”
(Moroni 10:5). (more management principles)
Class
Atmosphere: The atmosphere in this class reflects the mission statement of BYU-Idaho: First, build students
testimonies of the restored gospel of Jesus Christ and live its principles; Second, provide quality
education for students of diverse interests and abilities; Third, prepare students for lifelong
learning, for employment, and roles as citizens/parents; and Fourth, maintain a wholesome
academic, cultural, social and spiritual environment. (still more management principles)

University Outcomes: The purpose of a BYU-Idaho education is to help students become disciple leaders, lifelong
learners, creative and critical thinkers, effective communicators, skilled professionals, engaged
citizens. The intent of each outcome is clarified below:
Students become disciple leaders as they: 1) understand and commit to live the principles of the
restored Gospel of Jesus Christ; 2) demonstrate leadership skills and the ability to cooperate with
others.
Students become lifelong learners as they: 1) locate, evaluate, and appropriately use needed
information; 2) master strategies to continually gain and apply knowledge and skills in new
situations.
Students become creative and critical thinkers as they: 1) apply reflective reasoning, logic and
quantitative analysis to new ideas, opinions, and situations; 2) analyze problems and challenges
from fresh perspectives that offer innovative solutions.
Students become effective communicators as they: 1) present ideas and arguments clearly
through oral, written, and visual form; 2) listen, understand, and effectively engage others in
varied settings.
Students become skilled professionals as they: 1) develop deep learning in a discipline and broad
skills leading to self-reliance; 2) develop professional and ethical values and practices.
 Students become engaged citizens as they: 1) fulfill family, religious, and civic responsibilities;
2) develop empathy for their fellowmen and understanding of world religion, culture, history,
literature, sciences, and the arts.

It is expected that students will observe the Code of Honor: specifically – be honest, live a chaste
and virtuous life, obey the law and all campus policies, use clean language, respect others, abstain
from alcoholic beverages, tobacco, tea, coffee, and substance abuse, participate regularly in
church services, observe dress and grooming standards, and encourage others in their
commitment to comply with the Honor code. This expectation is met as students live a life of
honor, heeding the promptings of the Spirit, raising the bar of personal righteousness, and
fostering a spirit of integrity, sacrifice, consecration, love, service, and willing obedience.
Students are encouraged to strengthen their commitment to the BYU–Idaho Honor Code by
maintaining appropriate behavior, dress, and grooming standards while on campus. (and more)
[Note: Children are not allowed to be present in BYU-Idaho classes due to space restrictions, fire
code compliance, and the need to limit distractions. Students have the responsibility to arrange for
childcare away from classrooms and study areas so as to preserve and enhance learning
opportunities for all students.]
Cell phone etiquette: The University requires, as general policy, that electronic devices be
turned off during class time. These devices include laptop computers, cell phones and all other
electronic devices. Turn off and put cell phone in backpack during class to avoid distractions.
Leaving class to take a phone call is considered an absence. If an emergency arises and you need
your cell phone one, please advise the instructor. Otherwise, while in class, be offline.

[Another note: The instructor requests that students always bring a smile and their sense of humor
to class with them. Otherwise, the instructor may have to encourage the class to laugh at
appropriate times or when needed.] 

President Monson had a system for his study that he later shared with many college students"
"Have discipline in your preparations. Have checkpoints where you can determine if you're on
course. Study something you like and which will make it possible for you to support a
family....You can't get the jobs of tomorrow until you have the skills of today....Make certain as
you prepare that you do not procrastinate."

Teaching Methods: This course is an interesting mixture of readings, discussions, questioning, researching, and
practicing the principles learned in class. Content will alternate between the Goldsmith text
(content knowledge/understanding) and Covey guidebook (content application). Textbook
chapter in-class discussions are based on information prepared by students prior to attending class
Complete ALL pre-preparation activities BEFORE class; otherwise, participation is less
effective. Always take time to complete ponder/prove exercises to create deep, insightful
learning.

Note: Go to http://www.buyi.edu/AcademicLearning, or come to McKay Library 272 for

information about how the writing, reading, and study skills centers can help you increase success
in all of your classes. To schedule a tutor for a specific class, log on to Tutor Request under
Student Services and follow the instructions.

Required Texts: Goldsmith, Elizabeth B. Resource Management for Individuals and Families, 5th Edition,
(Prentice Hall, 2013). “More than ever before, people are interested in how they can navigate
their daily lives within an increasingly complex and fast-paced world.”

FranklinCovey, The 7 Habits of Highly Effective College Students Guidebook. These 7

habits are the application of the Goldsmith content and are meant help build new, lasting
habits (behaviors) of effectiveness as an individual and ultimately, within families.

[Note: bring both Goldsmith text and Covey guidebook to class each time.]
Grading: The final course grade is based on attendance, chapter readings, in-class activities and exercises,
exams, research paper/presentation/practitioner project, assignments, and management
evaluation. A letter grade will be based on the following percentile:

94-100% A 74-76% C
90-93% A- 70-73% C-
87-89% B+ 67-69% D+
84-86% B 64-66% D
80-83% B- 60-63% D-
77-79% C+ Below 60% F

· A represents consistently outstanding understanding, application, and integration of subject

material and extensive evidence of original thinking, skillful use of concepts, and ability to
analyze and solve complex problems.
· B represents considerable or significant understanding, application, and incorporation of the
material which would prepare a student to be successful in next level courses, graduate school, or
employment.
· C represents sufficient understanding of subject matter. The student demonstrates minimal
initiative to be prepared for class. Sequenced courses could be attempted, but mastering new
materials might prove challenging.
· D represents poor performance and initiative to learn and understand and apply course
materials. Retaking a course or remediation may be necessary to prepare for additional
instruction in this subject matter.
· F represents failure in the course.
Chapter Readings/
Questions It is required that students’ read each chapter thoroughly; using the SQ3R method – Survey,
Question, Read, Recite, Review. First, survey (skim) through the chapter to get a general
impression of what the reading is about. Look at the title, the main headings, the figures and
tables, not in depth, just to construct a mental impression of the way the reading is laying out the
content; second, jot down what look like the main ideas and turn them into five (5) questions -
why, what, how, when and what if (one question each); third, read the chapter. Then, try to
answer the 5 questions constructed earlier from what you remember. Compare your answers to
what is actually in the textbook and submit both your answers and the textbook answers to
questions only through I-Learn 24 hours before class begins. [Note: your answers and the
textbook answers are never word for word.] Assignments are not accepted through the
instructor’s email. Again, this is a management class and we are learning how to manage better.
 Note: if you cannot remember your SQ3R questions to share in class, bring a copy with you.

Also recognize that current talks from apostles and other leaders are required reading before each
one of the 7 Habits. Feelings, insights, impressions, discoveries, and personal application of
these talks are submitted in I-Learn by the assignment deadline before class begins on each habit.

President Monson had specific techniques that worked for him in the classroom. "In academic
preparation, I found it a good practice to read a text with the idea that I will be asked to explain
that which the author wrote and its application to the subject it covered.” Follow President
Monson’s counsel and read the text as if you will be asked to explain what the author wrote.
Attendance/
Tardiness Attendance is required for the entire class period and taken at the beginning of class before the
prayer. Leaving class early for whatever reason is considered an absence. If an occasion arises
and students are running late, it is preferred they come after class has started rather than miss the
entire hour. Arriving after the instructor’s welcome is considered a tardy; 3 tardies = 1 absence.
No tardies/absences results in a 1/3 grade increase at the end of the semester (A- to A ); more
than 3 absences results in a 1/3 grade decrease at the end of the semester (A to A- ); more than
6 absences results in a full grade decrease at the end of the semester (A to B -). Students with
more than 9 absences receive an “F” at the end of the semester. It is important that students
manage attendance well.
 My Absences: (write date in box)

In-Class
Note-taking: Write down whatever the instructor puts on the board (use the Cornell Note-taking method if
helpful); there is a chance it will be on the test. Be sure to write down any details that connect or
explain the main points. Leave blank spaces for items or ideas you may miss. Don't hesitate to ask
the instructor questions if certain points are confusing. Do not stop taking notes during discussion
periods. Go over your notes soon after class (within 24 hours) to increase your retention. Don't try
to record every word, use abbreviations. This will help you to not fall behind. Recommendation:
use a three ring binder for storing notes so that pages can easily be added or taken out and
dividers for each chapter to quickly reference the area you are looking for. Keep all notes,
assignments, handouts, in this binder for future reference.

Participation: A critical piece of student learning and class attendance is participation. Students bring
comments/questions from chapter readings to class for discussion and implementation. A portion
of some classes will focus on an activity practicing the principles discussed in class and may be
collected by the instructor for evaluation. Participation activities build toward content
achievement and cannot be made up nor are they offered early. If students miss class, a
participation activity is missed as well.

[Note: Please refrain from working on assignments or other “stuff” while in this class. It lessens
the ability to learn and is disrespectful to the instructor; a sign that students are not paying
attention and are disengaged/disinterested in learning. Students are invited to leave and take an
absence for the day. Please take care of physical needs i.e. bathrooms, drinks, eating, sleeping
before class begins to avoid disrupting class by leaving from and returning to the classroom.
Leaving class and not returning is considered an absence.]

Exams Organize chapter questions/reading notes and in-class note-taking into study guides for exams.
Daily review of information for retention and recall results in higher exam scores (establish study
groups and have a study place if needed). Four (4) exams are taken throughout the semester.
Exams are not comprehensive. All exams are 60 points: 40 questions of multiple choice; 3 short
answer; and 1 essay (given in advance for adequate preparation). Exams 1-3 are taken in the
Testing Center. Final Exam is in class. No exam can be rescheduled or made up, except for
extenuating circumstances where prior approval has been obtained. Take tests during daylight
hours while you are fresh and awake. Begin preparing for exams after the very first class period.
Management
Evaluation: Expect an assignment to be due each week, usually on Wednesdays (except for exam weeks).
Always use campus computers to submit assignments and not your home computer due to
Internet service interruptions. Campus wireless services for laptops are unreliable as well. It is
justifiable to reset an assignment if a campus computer fails, not as justifiable if students choose
laptops, or didn’t manage well and missed a deadline (i.e. submitting an assignment at 10:14 by
your clock and expecting the assignment to be open though the assignment clock and your clock
are not synchronous). Call x1411 if I-Learn is a problem. Remember, this is a management
class. We are learning and practicing good management skills. Therefore, most assignments are
opened 1-week before the due date and submitted electronically in I-Learn.

[Note: One (1) NQA (No Questions Asked) is available for the semester to use when needing to
turn in an assignment late. Just include a note in the I-Learn assignment that you are using your
one NQA on this assignment. NQA’s cannot be used on Research Paper, Practitioner Project, or
Exams.]

Research Paper: Appropriate and timely research paper topics have been identified from chapter readings.
Students will select a topic, review textbook information, and check in the course outline when
the topic is scheduled to be presented. Research paper guidelines (from Freshman English
“Opposing-view” instructions) will be distributed by the instructor. “How to research using the
 McKay library” will be presented by a McKay Librarian. [Note: check Chapter References for
additional sources if needed]. “Writing a good paper” will be presented by the Study Skills
Center. Students are required to attend these “outside of class” presentations.

FYI: For career success, know that papers students write as summations of the concepts they’ve
learned in class can help refine the communication skills needed to create weekly or monthly
reports on the job.

Paper Presentation: Guidelines will be distributed by the Presentation Practice Center (plan on taking 5-7 minutes to
present your paper to the class at the scheduled time during the semester). A paper presentation
outline will be submitted in I-Learn for instructor evaluation. Students must follow the
Presentation Rubric while preparing this outline in order to receive full credit for this assignment.

FYI: For career success, an in-class presentation can provide practice for the presentations
students will lead during meetings or web conferences.

[Note: Students are required to visit the Study Skills Center for help with writing their paper
before turning it in and the Presentation Practice Center before presenting their paper to the
class.]

10 Best Practices List During research paper presentations, classmates record notes/thoughts/ideas/impressions to
culminate into a list of “Ten Best Practices” principles to be used to guide discussions/decisions
made in preparing the group practitioner project. Ethical practices in the field of Family Resource
Management (FRM) rely on a list of articulated principles that guide interactions with different
populations. These principles influence FRM practitioners in understanding family relationships,
making decisions and implementing ideas, and filling the gaps between current ways of thinking
and the future.
Group Practitioner
Project - RCW Research is the collection, processing, and analysis of information. The results of research
studies should be useful and made available to others. Students in paper topic groups will design
a Practitioner Project based on a management theory that applies what was learned in the groups’
collective research and apply it to a case study provided by the instructor. Groups are required to
meet outside of class to prepare a presentation or poster for the Research and Creative Works
conference. Follow conference guidelines. Additional time may be available during some class
periods.

FYI: For career success, collaboration around the needs of others for a project prepares students
for experiences as a member of a team within an organization.

Mission Statement A personal mission statement is based on Habit 2 of The 7 Habits of Highly Effective People
called “Begin with the End in Mind.” In one’s life, the most effective way to begin with the end
in mind is to develop a mission statement; one that focuses on what is wanted in terms of
character and what will be done in reference to contribution of achievements. Writing a mission
statement is the most important activity one can take to truly lead one’s life. As we go deeply
within ourselves, as we understand and realign our basic paradigms to bring them harmony with
correct principles, we create both an effective, empowering center and a clear lens through which
we can see the world. We can then focus that lens on how we, as unique individuals, relate to that
world.

Creating a mission statement is not something you do overnight. It takes deep introspection,
careful analysis, thoughtful expression, and often many rewrites to produce it in final form. It
may take you several weeks or even months before you feel really comfortable with your mission
statement, before you feel it is complete and concise expression of your innermost values and
directions. Even then, you will want to review it regularly and make minor changes as the years
bring additional insights or changing circumstances.
 Your mission statement becomes your constitution, the solid expression of your vision and
values. It becomes the criterion by which you measure everything else in your life.

Badger Creek As a culmination activity for Stephen Covey’s 7th Habit, Sharpen the Saw, all students attend an
afternoon field trip (12:45 am -6:00 pm) to Badger Creek as an excused absence. This exercise is
meant to renew students physically, mentally, spiritually, and social-emotionally by participating
in ropes course and team-building initiatives. In order to cover costs for the bus and dinner meal,
a nonrefundable class fee of $15.55 has been assessed for each student. This is an event that is
arranged and planned for all semester. Students not attending Badger Creek for whatever reason
receive a 1/3 grade decrease at the end of the semester.

Support Services: BYU-Idaho does not discriminate against persons with disabilities in providing its educational
and administrative services and programs, and follows applicable federal and state law. This
policy extends to the University’s electronic and information technologies (EIT).

Students with qualifying disabilities should contact the Disability Services Office at
disabilityservices@byui.edu or 208-496-9210. Additional information about Disability Services
resources can be found at http://www.byui.edu/disabilities.

BYU-Idaho prohibits sex discrimination against any participant in its education programs or
activities. Prohibited sex discrimination includes incidents of sexual harassment (including sexual
violence), dating violence, domestic violence, sexual assault, and stalking (collectively “sexual
misconduct”).

As an instructor, one of my responsibilities is to help create a safe learning environment for my

students and for the campus as a whole. University policy requires that I report all incidents of
sexual misconduct that come to my attention. If you encounter sexual misconduct, please contact
the Title IX Coordinator at titleix@byui.edu or 208-496-9200. Additional information about
sexual misconduct and available resources can be found at www.byui.edu/titleix.

Course Outline: The instructor reserves the right to make necessary/appropriate changes

DATE PREPARATION TEACH ONE ANOTHER PONDER/ PROVE

(before class) (in class topic) (after class)
Week 1 Jan 6 Get acquainted; Review Read Syllabus; Bring
Syllabus questions to class
Week 2 Jan 9 Read Goldsmith Chapter Management Today Use syllabus to answer
1; Submit SQ3R’s in I- questions; Begin Exam 1
Learn Review
Jan 11 Read: “Establishing a Covey Foundation TODAY! Library
Christ-centered Home” Presentation 5-6 pm
Richard J. Maynes, Apr. Clarke 235/239 (bring
2012. Submit insights in laptops); Use syllabus
I-Learn; Bring Covey to answer questions;
Guidebook to class Continue Exam 1
Review
Jan 13 Bring Covey Guidebook Covey Foundation Cont. Use syllabus to answer
to class questions; Continue
Exam 1 Review
Week 3 Jan 16 Civil Rights Day – No Use syllabus to answer
Classes questions; Continue
Exam 1 Review;
Jan 18 Read Goldsmith Chapter Management History/ TODAY! Writing
2; Submit SQ3R’s in I- Theories Center Presentation 5-
Learn 6 Clarke 235-239;
Continue Exam 1
 Review; Identify 7-8
credible resources
Jan 20 Read: “Choices” Pres. Habit 1: Be Proactive/ Continue Exam 1
Monson, Apr. 2016 and Proactive Language Review; Begin writing
“Agency and Anger” research paper;
Elder Robbins, Apr. Summarize textbook
1998. Submit insights topic and identify
opposing view idea
in I-Learn; Bring
Covey Guidebook to
class
Week 4 Jan 23 Bring Covey Habit 1 cont. – Circle of Continue writing
Guidebook to class Influence/Transition research paper and
Person Exam 1 Review
Jan 25 Read Goldsmith Due: Submit textbook Continue writing
Chapter 3; Submit topic summary, opposing research paper and
SQ3R’s in I-Learn view idea, and 7-8 Exam 1 Review
credible resources in I-
Learn; Values, Attitudes,
Goals, Motivation
Jan 27 Read: “Having the Vision Habit 2 - Begin with the Continue writing
to do” O. Vincent End in Mind research paper;
Haleck, Apr. 2012;
Submit insights in I-
Learn; Bring Covey
Guidebook to class
Week 5 Jan 30 Bring Covey Mission Statements EXAM 1 opens Tues.
Guidebook to class; Jan. 31, closes Thurs.
RCW abstract Feb 2: Ch. 1-3, Covey
submissions open Foundation and Habit
1; Continue writing
today;
research paper;
Feb 1 Read Goldsmith Resources TODAY! Presentation
Chapter 4; Submit Practice Center 5-6
SQ3R’s in I-Learn Clark 235/239;
Continue writing
research paper;
Feb 3 Read Goldsmith Decision-making and Continue writing
Chapter 5; Submit Problem-solving research paper; Exam 2
SQ3R’s in I-Learn Review; Revise Mission
Statement;
Week 6 Feb 6 Read Goldsmith Chapter Planning, Implementing, Finish writing research
6; Submit SQ3R’s in I- Evaluating paper; Exam 2 Review;
Learn Revise Mission
Statement;
Feb 8 Read Goldsmith Chapter Due: Research Paper in Exam 2 Review; Finish
9; Submit SQ3R’s in I- I-Learn presentation outline;
Learn Time Management: Revise Mission
Discretionary vs. Non Statement;
Children and Time
Adults and Time
Modern Tools of Time
Management
Feb 10 Time Management: Begin thinking about
The ABC Method Practitioner Project (see
Time Perceptions syllabus info); Exam 2
 Time Perceptions across review; Revise Mission
Cultures Statement;
Biological Time Patterns
Week 7 Feb 13 Read: “Reflections on a Habit 3-Put 1st Things 1st Begin Practitioner
Consecrated Life” Elder Project plans; Exam 2
Christofferson, Oct. 2010 review; Revise Mission
Submit insights in I- Statement;
Learn; Bring Covey
Guidebook to class
Feb 15 Bring Covey Planning Systems Practitioner Project;
Guidebook to class Exam 2 review; Review
Mission Statement;
Feb 17 Read Goldsmith Chapter Managing Human Practitioner Project;
8; Submit SQ3R’s in I- Resources: Exam 2 review; Revise
Learn; RCW abstract Two Earner Families Mission Statement;
submissions close today; Child Care
Caregiving and the
Elderly
Adjusting to Retirement
Week 8 Feb 20 President’s Day – No EXAM 2 Opens Tues.
Classes Feb 21, Closes Thurs.
Feb 23: Ch. 4-6, 9;
Habits 2 and 3;
Practitioner Project;
Exam 2 review; Revise
Mission Statement;
Feb 22 Managing Human Practitioner Project;
Resources: Revise Mission
The Homeless Statement;
Individuals
w/Disabilities
Single Parent and
Blended Families
Poverty and Low
Income
Feb 24 Read: “Of Things that Emotional Bank Accounts; Practitioner Project;
Matter Most” President Habit 4 – Think Win-Win Revise Mission
Uchtdorf, Oct. 2010; Statement;
Submit insights in I-
Learn; Bring Covey
Guidebook to class
Week 9 Feb 27 Bring Covey Guidebook Mutual Benefit and Win- Practitioner Project;
to class Win Agreements Revise Mission
Statement;
Mar 1 Read Goldsmith Chapter Due: Mission Statement Practitioner Project;
7; Submit SQ3R’s in I- Draft 2 Begin Exam 3 review;
Learn Communication Revise Mission
Statement
Mar 3 Read: “Taking time to Habit 5 - Seek First to Continue Exam 3 review
Talk and Listen” Sister Understand, Then to be Practitioner Project;
Wixom, Apr. 2012 Understood
Submit insights in I-
Learn; Bring Covey
Guidebook to class;
Week 10 Mar 6 Bring Covey Guidebook Empathic Listening Continue Exam 3 review
to class; Practitioner Project;
 Mar 8 Read Goldsmith Chapter Due: Practitioner Project Continue Exam 3 review
10; Submit SQ3R’s in I- Draft #1
Learn Managing Work and
Family:
Social Support & Work
& Family
Feeling Overworked
Work Ethic
Workaholism
Mar 10 Managing Work and Revise Mission
Family: Statement and
Workforce Trends Practitioner Project;
Home-Based Work Continue Exam 3 review
Volunteer Work
Leisure
Week 11 Mar 13 Read: Good, Better, Best Habit 6 - Synergize Revise Mission
-Elder Oaks, Oct. 2007; Statement and
Submit insights in I- Practitioner Project;
Learn Bring Covey EXAM 3 Opens Tues.
Guidebook to class Mar. 14 closes Thurs
Mar 16; Ch. 7-8, 10;
EBA, Habits 4- 5
Mar 15 Bring Covey Guidebook Creative Cooperation Revise Mission
to class Statement and
Practitioner Project;
Exam 4 review;
Mar 17 Read Goldsmith Chapter Managing Stress & Revise Mission
11; Submit SQ3R’s in I- Fatigue: Statement and
Learn; RCW abstract Outsourcing Practitioner Project;
revisions close today; Decision making & Stress Exam 4 review;
Type A,B Personalities
Week 12 Mar 20 Managing Stress & Exam 4 review; Revise
Fatigue: Mission Statement and
Job Stress Practitioner Project
Burnout
Parent, Children, & Stress
Mar 22 Due: Practitioner Project Continue Exam 4
Draft #2 Review; Revise Mission
Managing Stress & Statement and complete
Fatigue: Practitioner Project
College Students & Stress
Fatigue
Sleep
Mar 24 Read Goldsmith Chapter Managing Environmental Continue Exam 4
12; Submit SQ3R’s in I- Resources Review; Revise Mission
Learn Statement and complete
Practitioner Project
Week 13 Mar 27 Read: “Blessings of the Habit 7 – Sharpen the Continue Exam 4
Sacrament” Don L. Saw; Review; Revise Mission
Clarke, Oct. 2012; Statement and complete
Submit insights in I- Practitioner Project
Learn; Bring Covey
Guidebook to class
Mar 29 Read Goldsmith Chapter Badger Creek Afternoon Reminder: Research
13; Submit SQ3R’s in I- Retreat; Managing and Creative Works
Learn Finances: Conference is March
 Credit and Debt 30; Continue Exam 4
Banking, Investments Review;
Children and Financial
Literacy
Mar 31 Managing Finances: Continue Exam 4
Saving for College Review
College Students Starting
Out
Retirement Planning
Week 14 Apr 3 Managing Finances: Continue Exam 4
Financial Planning Review; Finish
Gender/Earnings Gap and Practitioner Project
the Glass Ceiling
Wealth and Poverty
Apr 5 Read Goldsmith Chapter Due: Mission Statement Final Exam in Clarke
14; Submit SQ3R’s in I- Draft 3; Managing 317 (Chapters 11-13 and
Learn Tomorrow Habits 6 & 7): Section 1
(10:15-11:15) Thurs.
Apr 6th 10:30AM-12:30
PM; Section 2 (11:30-
12:30) Friday Apr 7th
10:30AM -12:30PM;