Business Management 418 Sections 1 & 2
Winter Semester 2012
Professor: Bryan Sudweeks, Ph.D., CFA
Office: 666 TNRB Phone: 801-422-1764, E-mail: firstname.lastname@example.org
Teaching Assistants: Joel Castro, Phone: 650-269-1736 (before 10 PM), E-mail: email@example.com, Zachary Smith, Phone: 801-380-2321 (before 10 PM), E-mail: firstname.lastname@example.org.
Class: Tuesdays and Thursdays:
Section 1: 8:00 to 9:15 a.m., 284 TNRB
Section 2: 12:30 to 1:45 a.m., 280 TNRB
For Majors Only, Prerequisite: BM 301 or instructor approval.
Office Hours: Office hours are Mondays and Wednesdays from 2:30-4:30 p.m. The first hour, from 2:30 to 3:30 p.m., is for scheduled appointments only. Please use the signup sheet outside my office or we can arrange a time via email. The second hour, from 3:30 to 4:30 p.m., is for walk-ins. Please note that I am happy to discuss any personal or family related personal finance issues or job related questions during regular office hours.
Required Text: Please purchase the BM418 packet from the Bookstore, which includes the e-book Personal Finance: A Complete College Course Manual, (Sudweeks, September 2011), Teaching Tools, and Required Readings. I encourage you to use Quicken, Mint.com, or other budgeting software. You can get a printed copy of the ebook at the BYU Bookstore for a nominal printing fee.
In addition to materials on the CD, the eBook, PowerPoint slides, readings, Learning Tools, and Class Summaries can also be found at the Marriott School Personal Finance website at http://personalfinance.byu.edu. Quizzes, grade reporting, and quiz answers are found only on Gradebook only.
Warning: This class requires more time than a normal 3 credit hour 400 level class because of my desire to help you prepare for your financial life ahead. Please plan your schedule and your time accordingly.
Catalogue Course Description:
BM 418 Financial Planning: Applying financial principles to household decision making, stressing integration between areas. Income tax and estate planning, retirement, investments, portfolio management and risk management.
Extended Course Description:
This class provides a hands-on opportunity to understand and apply the key concepts and ideas of financial planning as a precursor to getting your own financial house more in order and to help you as you prepare to help and teach others. We start with a gospel-centered perspective to this important topic. This adds a critical dimension to our understanding of personal financial management—it gives direction in certain key areas. We then discuss and evaluate the key areas in financial planning, including careers in the industry. We give you the opportunity to utilize this information by preparing your own Personal Financial Plan (PFP), as well as teaching others specific concepts of this important area.
The purpose of this course is to help you plan and prepare for not only a successful career, but a successful life as well. There is more to life than your career. You will be very disappointed in life if you achieve your financial goals at the expense of your personal and spiritual goals. Likewise, you will be disappointed in life if you fail to steward your resources to the extent you are not able to accomplish your personal goals due to the lack of financial resources. In this class we will show how the financial decisions you make impact your abilities to achieve your personal and spiritual goals. President Gordon B. Hinckley wrote: “Without preservation and cultivation of the things spiritual, our material success will be as ashes in our mouths” (Standing for Something, Times Books, New York, p. 112).
If you married, I strongly encourage you to work with your spouse as you learn the material and develop your personal Financial Plan (PFP). Encourage your spouse to participate in the learning of this material, and seek his/her help in the preparation of your personal Financial Plan (your spouse can help do the work and you get the credit!) A recommended reading schedule is available for spouses and friends at the end of your Class Schedule. Readings are all available free of charge on the internet. I also recommend you do the Service Teaching by teaching your spouse areas you think important.
Intended Learning Outcomes:
While we will cover a large amount of information in this class, my overall objectives for you are fourfold. Individually, I want you to:
Know what you want to accomplish in life. Write it down. You must individually set your own personal goals and objectives, and write them down. These are your future “yeses” in life so you can say “no” to the daily temptations to spend.
Develop and live on a budget. Live below your means. Budgeting isn’t constraining—it is liberating. It helps you to spend your resources on what is important to you—your goals. Set and live by your budget.
Pay the Lord first and yourself second. Save and invest your money wisely. The key is to put your priorities in order—to always pay the Lord first and yourself second. But paying yourself is not sufficient—you must learn to save and invest your money wisely. To do this you must review the basics of investing, invest wisely, and then discipline yourself to set aside and invest a portion of your gross income every month from the day you graduate (and I recommend 20%).
Learn to give. If you cannot learn to give when you are poor (which is now), you will never learn to give when you are rich. Someone said “We make a living by what we get, but we build a life by what we give.” Giving is not determined by your checkbook, but by your heart.
The rest of the class is just to help you become a wiser financial steward by giving you the perspective and tools to help you make better financial decisions in regards to saving, investing, insurance, tax planning, home and auto purchases, etc. Then once you have developed your own Plan, you will have the framework to help you work with and help others. In this class we don’t “learn to teach,” but “teach to learn.”
Since this class is more than a just personal finance class, we need to add to these objectives as some are looking at possible careers in financial planning. In addition, you will:
1. Develop and use a framework for financial planning. This framework, if followed, will help you not only make wise financial decisions and maintain control of your finances, but also give you a framework as you teach others. It’s not what you earn, but what you save after taxes and inflation that makes you wealthy.
2. Use this knowledge and information to create your own Personal Financial Plan. Your personal financial plan is your financial roadmap for life. The better and more thoughtful your Financial Plan and the more willing you are to follow it, the more likely you will be to achieve your personal and financial goals once you leave this class. This Plan, if done carefully and thoughtfully, will likely be one of the most important projects you will complete here at BYU.
3. Develop a methodology to help teach these principles to family and friends. Personal Financial Planning is a key area, not just for students, but also for everyone. My goal for you is not just learn the material, but to learn how to teach the material and to assess learning. I want this knowledge to extend beyond the classroom. You will hopefully become the financial experts for your future Wards and Stakes. As such, you will be responsible for contributing to the learning in this class, as well as the assignment to teach others through your Service Teaching.
Once you have a rough idea of your personal and career goals, we will then work to understand financial management and planning as it is applied to important household and personal topics. The general approach will be to help you to be better and more effective stewards over your resources. To do this we will examine important areas that affect household wealth such as:
1) Measuring financial health
2) Informed budgeting and debt reduction strategies
3) Income tax planning
4) Managing consumer credit
5) Acquisition of big-ticket items (home, automobiles, and education)
6) Insurance and risk management
7) Investment strategies and asset allocation (stocks, bonds, annuities, and mutual funds)
8) Retirement planning, and
9) Estate planning.
While your personal and financial goals will change over time, my purpose is to help you build a framework to help you as you go through your life so that you might attain your personal, family, career, and lifetime goals.
Classroom Activities. We will use a lecture and discussion format, supplemented by case studies and guest speakers as the major method of teaching in this class. This requires all of us to come to class prepared to discuss, request clarification, and answer questions of the assigned reading materials. My role will be to help you to understand, to expand upon, and put in perspective the assigned readings and class topics. Your role is to read the material, listen, ask questions, contribute, and apply it to your life. Unless you ask questions, I will assume you understand the material. I have found that students generally get out of this class what they put into it.
This approach requires a maturity and commitment on your part to regularly read your assignments before hand and be prepared for class discussion. You are responsible for everything done in class, as well as for all study assignments. If you miss a class, it is your responsibility to find out from a classmate what we did in class, any changes in schedule, etc. Keep current on your notes as we may find we need either more or less time on certain chapters and the reading assignments may have to be adjusted in class.
Your Personal Financial Plan. Each of you will create and develop your own personal Financial Plan—your financial roadmap for life—during the semester. At the end of the semester, you will turn in your PFP for grading. Templates and a grading key for this Plan can be found on the web site (TT1A-1F) and on the class CD. This Plan can be thought of as a summary of the major sections of the course, or as your own personal road map to financial and personal success. This is a critical part of this course, and failure to hand in this Plan will result in a grade no higher than a C. Two examples of complete financial plans are found on your CD and on the web site (TT2A, TT2B).
Key to your personal Financial Plan is your own personal and financial goals. Please note that I will not be grading your goals; rather, I will be grading the effort you have put into developing and articulating those goals. Since effort is subjective, you have the option to grade your goals before you hand them in, with the final grade being a weighted average of 30% your grade and 70% mine.
The format for the Plan should include your current situation, i.e., where you are now, and your action plan, where you should be and how you intend to get there for each section. For example, if the topic is life insurance, you would discuss in detail what life insurance you currently have, your company, limits, riders, etc. Your action plan would include what insurance you should have (if it is different from your current policy), and what you plan to do to get adequate life insurance coverage. The key is what you need to do, and that is covered in your action plan. Please note that there is a separate Table of Contents for international students.
The Plan should be typed, formatted as instructed, well organized, include applicable spreadsheets, and be helpful to you as you leave the Business School. A template for the format of each section and examples of completed financial plans is on your class CD and the Marriott School personal finance website, under the learning tools section (TT01 and TT02). There is no specified length for the Financial Plan. A Table of Contents (TT01) is at the back of this syllabus as well as on the Personal Finance website. I strongly encourage you to work on your Financial Plan with your spouse, parent, or trusted friend. In addition, I strongly encourage you to start working on it now and not put it off until the end of the semester.
Because of the detail and complexity of your Financial Plan, I have set up multiple due dates, as noted in the syllabus. Since my goal is to help you complete a Financial Plan we are both proud of, I encourage you to work on it every week. If you wait until the last minute, you will find it difficult and time consuming. Late PFP’s lose 20% per day.
Any sections handed in before the due date will be pre-graded and returned to you. One advantage of pre-grading is that if you did not get full credit, you can make the indicated changes and resubmit the section for full credit before it is due. Once a section is graded (it will not show on Gradebook), it still must be included in your Financial Plan, but it will not need to be re-graded once the Plan is handed in at the end of the semester. Items handed in after the due date, or items handed in for re-grading after the due date, can receive back 50% of the points missed. It is strongly recommended that you take advantage of this opportunity to have parts of your Plan pre-graded!
Service Teaching. Since my goal is for you to become better teachers, as part of this class you will find an opportunity where you can share a part of the things learned in this class with others. We “teach to learn” in this class, not “learn to teach.” You will develop an outline of what you are to teach, prepare using PowerPoint or other presentation software, present it to your friends/family, and then write up and hand in the results of that presentation. You will document what you taught, who you taught it to, the results of that teaching experience, any learning outcome that the individuals made from your presentation, and what you would do differently next time. Instructions on Service Teaching are available on your class CD.
This teaching should entail at minimum four hours of service teaching (in four separate 50-60 minute periods which are each to be written up separately). We have the opportunity to help with the MoneyWise Financial Seminars which go to different BYU Student Stakes and teach personal finance material. I strongly recommend that you go and help out with one of these seminars, which will contribute 2 of your required 4 hours teaching. Dates and location of the seminars will be provided in class if available. Only one seminar can be used in fulfilling your teaching requirement.
Grades in this course will be based on the following:
Attendance. Consistent, on-time attendance is the mark of a professional. As such, I expect it from you. While attendance is not something I like to worry about, it does have an impact on your ability to learn the required material and to contribute to the class discussion. As such, I weigh it heavily in grading. If you are not in class, others cannot learn from your experience and ideas. You will not only learn from me, but from each other. In fact, a significant portion of the learning experience will come from one another. Therefore, I will be grading you on how well you enhance the learning experiences of each other by being in class and sharing your experiences. Unexcused absences are weighted heavily in determining contribution from attendance. Please note that seating assignments will be made on the second class day to help me learn your names.
Preparation/Participation. You will get more out of class if you are prepared for the discussions. Each day I will hand around the “bowling report” where you will report on your attendance and your preparation for class by day. Instructions for filling out this report follow (and are on the sheet). An “X” indicates you were there and prepared. Being prepared means you read the assigned readings and learning tools for that day. Please note that you have the option of either reading the chapters or reviewing the PowerPoints for that day as preparation for class. A “/ “ indicates you were there but not prepared, i.e., you had not read all the material before class. An “M” indicates either you not there on the specific day but you did prepare later and read after class, or you were there a previous day but did not prepare, and you went back and prepared after class. You are responsible to ensure this “bowling report” is filled out each day.
If you have experiences that help make important points, you are invited to write up a case study of those experiences that we can use in class, and this will be counted toward your participation grade. These experiences may then be used in the class or on the personal finance website to help teach others.
Quizzes. We will also have Quizzes which cover the assigned chapters and readings. Quizzes give you the opportunity to apply the tools you have learned to real personal finance situations. This process will refine your capacity to identify problems, develop recommendations, and defend conclusions. Be prepared to address the goals, calculations, and the conclusions from the case analysis, as well as answer any explicit questions required in the case.
Quizzes are on Gradebook. Please complete the quizzes prior to coming to class on the day it is assigned. We may or may not talk about the quiz/case study in class, depending on time constraints. The purpose of the Quizzes is to encourage you to keep up to date in class and to give me prompt feedback on how well you comprehend the material. If you will be absent due to recruiting or other purposes, please see me beforehand so that you can take the test before it is due. Quizzes are closed to all class materials.
Quiz Review Sessions. As a help with the quizzes, we will have review sessions each Friday taught by my Teaching Assistants or me. Review sheets will be made available to help you prepare for the quizzes.
Final Exam. There will be one final assessment exam in this course. The questions will be taken from the text, case studies, quizzes and class material. The format of the exam will be workout problems and case studies. Workout problems and cases will be direct and self-explanatory, similar to case studies discussed in class and from the Quizzes. The exam will be closed to all class materials (i.e., book, notes, Teaching Tools, and PowerPoints).
Grading Criteria. Grading will be based on the following criteria:
Final Exam 15%
Service Teaching 5%
Personal Financial Plan 25%
I realize that most of you are taking this class because you feel it will be important for you in your later life, not because you have to take it for a degree. As such, there is a natural self-selection bias in this class, which leads to more “A” students than in a normal class. Please be aware up-front that while I will give as many good grades as you deserve and as I possibly can, grading will be on a curve. I follow department grading guidelines regarding average grades for a 400-level of course.
Syllabus Changes: The course outline and class schedules are subject to change. All necessary changes will be announced and discussed in class. These changes may be distributed via the email distribution list. You are responsible for making sure you are aware of any such changes.
Recommended Study Habits:
To do well in this class, I recommend:
1. Understand the objectives for each day and read the assigned chapters. The objectives are the things I consider important for you to understand. The assigned chapters support those objectives. I realize that we all are at different levels of knowledge of personal finance, and only you know where you are. If you are comfortable with the objectives, feel free to skim the assigned chapters and readings.
2. Take notes in class and when you read. Be proactive in your learning. Take notes, ask questions, and be a part of the class. Remember that you can use a 3” x 5” note card to help you as you prepare for the Quizzes, so prepare it as you listen and read. You then can either use your 7 3” x 5” quiz cards printed both sides or combine your quiz cards together onto one 8.5” x 11” sheet of paper printed one side for the final exam. Work smart--together we all can make this a great class.
3. At the end of each class, review the class summary and do the case studies at the end of each chapter. Review the class summaries at the end of each class to help remember what was taught. While understanding the review, remember that the most important area is application. Understand how to perform the necessary case study calculations and apply the material to real-life examples.
4. Look ahead to know what is due, and don’t put things off. Many of the assignments require more effort than others, and so the sooner you start, the better off you will be. Other assignments are self-directed, i.e. teaching and group presentations, and will not be discussed much in class. Please do not put off the teaching experience, group presentations, or the PFP until the last few weeks of class.
5. Finally, relax, this is only a class. Ten years from now you will not remember what we talked about. But if you will integrate and follow your PFP, you will be well on your way to achieving your personal and financial goals. If you will do what I ask, put in the necessary time, work, and thought, and follow through on what you are doing, you will not only succeed in this class, but most likely in life as well.
Marriott School of Management Classroom Policies (Jan12)
The first injunction of the BYU Honor Code is the call to "be honest." Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life’s work, but also to build character. President David O. McKay taught that “character is the highest aim of education”(The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. BYU students should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty in all its forms, including:
·Fabrication or Falsification
·Other Academic Misconduct
All students, once admitted to BYU, are required to observe the standards of the Honor Code whether on or off campus.
Intentional plagiarism is a form of intellectual theft that violates recognized principles of academic integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism, whereas not in violation of the Honor Code, is nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of higher education, where all members of the university are expected to acknowledge the original intellectual work of others when it is included in one's own work. In some cases, plagiarism may also involve violations of copyright law.
- Intentional Plagiarism
Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one's own without providing proper attribution to the author through quotation, reference, or footnote.
- Inadvertent Plagiarism
Inadvertent plagiarism involves the inappropriate, but nondeliberate, use of another's words, ideas, or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting sources or from simply being insufficiently careful in research and writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility to consult with their instructor and obtain guidance.
Examples of plagiarism include:
The verbatim copying of an original source without acknowledging the source.
Paraphrased Plagiarism: The paraphrasing, without acknowledgment, of ideas from another that the reader might mistake for your own.
Plagiarism Mosaic: The borrowing of words, ideas, or data from an original source and blending this original material with one's own without acknowledging the source.
Insufficient Acknowledgment: The partial or incomplete attribution of words, ideas, or data from an original source.
Plagiarism may occur with respect to unpublished as well as published material. Acts of copying another student's work and submitting it as one's own individual work without proper attribution is a serious form of plagiarism.
Fabrication or Falsification
Fabrication or falsification is a form of dishonesty where a student invents or distorts the origin or content of information used as authority. Examples include:
Citing a source that does not exist.
Attributing to a source ideas and information that are not included in the source.
Citing a source for a proposition that it does not support.
Citing a source in a bibliography when the source was neither consulted nor cited in the body of the paper.
Intentionally distorting the meaning or applicability of data.
Inventing data or statistical results to support conclusions.
Cheating is a form of dishonesty where a student attempts to give the appearance of a level of knowledge or skill that the student has not obtained. Examples include:
Copying from another person's work during an examination or while completing an assignment.
Allowing someone to copy from you during an examination or while completing an assignment.
Using unauthorized materials during an examination or while completing an assignment.
Collaborating on an examination or assignment without authorization.
Taking an examination or completing an assignment for another, or permitting another to take an examination or to complete an assignment for you.
Other Academic Misconduct
Academic misconduct includes other academically dishonest, deceitful, or inappropriate acts that are intentionally committed. Examples of such acts include but are not limited to:
Inappropriately providing or receiving information or academic work so as to gain unfair advantage over others.
Planning with another to commit any act of academic dishonesty.
Attempting to gain an unfair academic advantage for oneself or another by bribery or by any act of offering, giving, receiving, or soliciting anything of value to another for such purpose.
Changing or altering grades or other official educational records.
Obtaining or providing to another an unadministered test or answers to an unadministered test.
Breaking and entering into a building or office for the purpose of obtaining an unauthorized test.
Continuing work on an examination or assignment after the allocated time has elapsed.
Submitting the same work for more than one class without disclosure and approval.
Applicable Actions for the Marriott School and/or the University
Consequences of violating the Academic Honesty Policy range from receiving a failing grade on an assignment to dismissal from the University.
Marriott School Grade Policy
The Marriott School has approved the following grade point targets for the various classes offered in the Marriott School.
Marriott School major classes
All the Junior Core (400-level) Classes
The various programs within the Marriott School will implement these targets in a variety of ways. For example some programs may use grade distributions, some will simply specify the target.
Some classes may require an exception to this policy given the nature of the course. Exceptions are granted by the director of the program of which the class is a part prior to submitting your grades.
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere, which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422-5895, D-285 ASB.
In the Marriott School we aim to make our classrooms similar to the workplace. In the workplace, it is illegal to discriminate based on race, color, religion, sex, national origin, disability, or age. Furthermore, we believe Christ would never belittle anyone based on their race, color, religion, sex, national origin, disability, or age. We feel strongly that no one in the classroom should be belittled for any reason. If you experience such an offense in a Marriott School class, you are strongly encouraged to contact your professor.
Policy on the Use of Laptop Computers in the Classroom 8/31/2010
Technology is an essential part of today’s learning environment - that is why the Marriott School requires every student to own a laptop. However, technology, when used inappropriately, can also hinder learning. Most Marriott School students have, at some point, sat next to students who use their laptops in class to check e-mail, talk to friends, instant message, search the internet or play on-line games. Unfortunately, every person sitting around such students is distracted by this behavior and classroom learning decreases.
As a result of these distractions, the Marriott School has implemented the following policy effective Fall semester, 2010:Each Professor will establish the times when using laptops in class to take notes or work on class projects is allowed. These times may be frequent or infrequent depending upon the nature of the class. Using laptops in class 1) at times other than those established by your Professor or 2) for uses other than as instructed by your Professor is considered inappropriate and would affect your Professor's assessment of your professionalism.
Please respect your fellow students and professors and abide by this Marriott School policy.
Marriott School Cell Phone and PDA Policy 8/31/2010
Students are not allowed to use cell phones in classes in the Marriott School. Please turn them off as you enter the classroom and keep them stored out of sight in your backpack or pocket.
MY COMPUTER POLICY
You may use computers in my classroom when doing assignments, taking notes, or reviewing PowerPoint presentations. Because of the distractions to other students, please do not use your computer to check e-mail, talk to friends, instant message, search the internet or play on-line games.
Individual Education Plan
Winter Semester 2012
To be handed in at the beginning of the second day of class
Name: ____________________________ Section: _______
Address: __________________________ E-mail: ________________________
Phone: ___________________________ Major: _________________________
Course Objectives: (What I want you to accomplish)
To solidify what you want to accomplish in life. To provide an environment where you can set your own personal goals and objectives, and to write them down.
To develop and implement a budget. My hope is that you will use a budget, in whatever form you choose, for the rest of your life. Live on less than you earn.
To pay the Lord first, yourself second, and then to save and invest your money wisely. You should set goals to set aside and invest a portion of your income each month from the day you graduate.
To learn to give. If you cannot learn to give when you are poor (which is now), you will never learn to give when you are rich.
The rest of the class is to help you become a wiser financial steward.
Three Personal Objectives: (What learning would help you most personally and professionally?)
Is there another question you want answered from this class?
After reviewing the above syllabus, I am willing to commit to the requirements of this course. Note: If you are not able to commit to full attendance or other requirements, please see me.
Signed: __________________________ Date: _______________