FIN 134: Financial Management

Engagement, Active Learning, AI Literacy

Course Description

“Trends in the development of financial policy are analyzed and reports on specific aspects are presented in class. The student is placed in the position of the financial manager who much make decisions and implement them.” - Catalog

FIN 134 is an upper-division course offered at the College of Business. It is a required course for students in finance concentration and serves as an elective for several other concentrations and minors. Each class/section typically enrolls about 55 students. In recent semesters, my sections have been held in computer labs to support the integration of Excel modelling and in-class computerized exams.

Overview of the Redesign Project

My primary motivation for redesigning the course was to enhance student engagement. I’ve observed a noticeable decline in student participation and interaction, especially since returning to in-person instructions after COVID. I began exploring new teaching methods and tools to re-engage students and make learning more relevant and effective in the age of AI. Specifically, my goals were to:

1. 1. Increase student engagement and participation through gamified learning activities
  2. Strengthening teamwork and presentation skills
  3. Develop students’ critical thinking abilities and AI literacy

Assessment of the Redesign Project

This table shows three ways I assessed my course redesign.
Gamified assignment	Gameplay Rules	AI Exploration Activity
New team assignment: Shark Tank Pitch – Capital Budgeting Edition Students form teams of 3-5 members. Each team proposes a capital investment project and presents a pitch to an investment panel composed of peers and the instructor, seeking capital allocation. Each team must provide: A detailed cash flow projection and analysis, and computation of NPV, IRR and a third (optional) investment criteria of their choice, along with a justification of the project’s financial and strategic merits. An assessment of uncertainty, demonstrating how the project would perform under adverse conditions through sensitivity and scenario analysis. The investment penal (instructor and peers) ranks the projects into three categories: most investable (top third); investable (middle third); and non-investable (bottom third). Team performance will be tired to the ranking of their project.	Instructions for Team Assignment Each team is required to: Conduct a comprehensive analysis of their proposed project under various scenarios. Identify all potential cash flows and classify them into the following categories: initial outlay; incremental flows (including a 5-year cash flow forecast); and terminal flows; with justification for the inclusion or exclusion of each cash flow. Present a clear project overview, explain their cash flow logic (i.e. how items are identified and classified), along with the resulting NPV and IRR and an optional third investment criteria. Include key assumptions and identified risks. Be prepared to respond to inquiries and clarifications from the investment panel.	Canvas Discussion Post Assignments A series of short activities designed to help students build confidence using AI tools while strengthening their comparison, analysis, and critical thinking skills. For example, “Ask ChatGPT to explain the concept of the Time Value of Money in plain language. Then compare its explanation with the textbook definition and reflect on what aspects were clearer or less clear.”

Reflection

My goal is to enhance student engagement through practical exercises that develop real-world skills such as market research, applying classroom methodologies to real project analysis, teamwork, and presentation to stand out in a competitive environment. I aim to integrate these elements into a modified gamified project that involves students in authentic tasks.

Another goal is to help students strengthen their critical thinking skills in the age of AI, where information and knowledge are abundant yet often contain errors and/or biases.

Since I am on sabbatical in Fall 2025, I have not yet had the opportunity to implement these changes, but I plan to pilot them in Spring 2026.

Faculty Biography

This table includes my faculty biography.
	My name is Lan Liu. I joined the College of Business in 2008 and currently serve as a Professor of Finance and the Faculty Director of the new Master of Science in Finance program. My primary teaching area is corporate finance, though I have also taught courses in investment portfolio management, derivatives, and financial reporting and analysis. At this stage in my career, my goal is to inspire students to develop a lifelong interest in learning and to build the financial skills that will support both their professional success and personal financial well-being.

**Program Sponsors**
	This work was supported by: Sacramento State Academic Affairs - Center for Teaching and Learning