FIN 10: Personal Finance

Collaborative Learning, Active Learning, Shared-Document Activities

Course Description

Catalog description

This course provides the tools necessary for students to make informed financial decisions. The course also provides a set of practical applications to help students understand the complexities of financial decision-making. Students who complete the course will be in a position to evaluate common financial services, evaluate and invest in financial securities, and improve their financial well-being.

Course Overview

One section of this lower-division course is offered each semester in a hybrid format with an enrollment capacity of 55 students. Classified as a seminar, the course fulfills General Education Area 2: Mathematical Concepts and Quantitative Reasoning requirements.

Overview of the Redesign Project

My redesign centers on implementing a “shared-document” strategy to promote active learning and collaboration. The goal is to engage students more deeply with course material by having them co-create knowledge, apply financial concepts, and provide peer feedback in real time. This approach transforms my role from being the primary source of information to a facilitator of discussion and critical thinking, fostering a more dynamic and student-centered learning environment.

I redesigned three group activities using shared Google Sheets and Docs: SMART Goals & Time Value of Money Tracker, Shared Budgeting Case Study, and Credit Cost Comparison Workshop. Each activity includes guided instructions and templates (Google Sheet or Docs), enabling students to collaboratively complete tasks and then evaluate another group’s work by identifying strengths, weaknesses, and areas for improvement.

This redesign directly supports the course learning outcomes focused on developing students’ ability to make informed financial decisions. It also aligns with departmental and institutional goals to promote experiential learning, digital literacy, and collaborative problem-solving—skills that prepare students for both professional and community engagement.

Assessment of the Redesign Project

Students’ performance in each activity was evaluated using rubrics that I designed. Each rubric outlined multiple assessment criteria, with each criterion targeting a specific component of the activity.

Upon completion of all activities, I conducted an anonymous student survey to gather feedback on their experience. The survey included the following items:

1. Overall experience (multiple choice)
2. Perceived learning value (multiple choice)
3. Effectiveness of collaboration (multiple choice)
4. Engagement and participation (open-ended)
5. Suggestions for improvement (open-ended)

Thirty-nine out of fifty-five students responded to the survey, yielding a 71% participation rate. The results indicated that:

1. 77% of respondents rated their overall experience as Excellent or Good.
2. 71% Strongly agreed or Agreed that the activities had positive learning value.
3. 69% rated collaboration as Very Effective or Somewhat Effective.

Responses to the open-ended questions on engagement, participation, and improvement provided valuable insights that will inform future revisions of the activities.

This table shows three ways I assessed my course redesign.
The assignments - Group Shared-Document Activity	Sample assignment	Student survey result
The three group "Shared-Document" activities.	The description/instruction of the activity. The Google Sheet where students work as a group to complete.	Student survey result on their experience of the redesign.

Reflection

The course redesign was largely successful in enhancing student engagement, collaboration, and applied learning. By integrating structured, rubric-based activities, students demonstrated stronger analytical thinking and deeper understanding of course concepts. Survey results indicated that most students viewed the redesigned activities as valuable learning experiences and found the collaborative components effective in promoting peer learning. The redesign also allowed me to better align assessments with learning outcomes and to identify areas where students needed additional support.

One of the main challenges was balancing the depth of content with the time required for meaningful group interaction. Some students noted variability in group participation and suggested clearer guidance for team coordination. Moving forward, I plan to refine the collaborative structure by incorporating peer evaluation and brief reflection checkpoints. I also intend to pilot additional activities that integrate real-world data and digital tools to further strengthen students’ applied skills and engagement.

Faculty Biography

This table includes my faculty biography.
	Hao Lin is Professor of Finance in the College of Business Administration of California State University, Sacramento. His research focuses on the optimal pricing strategies for the market makers in financial markets. Hao teaches Business Finance, Financial Institutions and Market (undergraduate) and Asset Valuations (MBA) at CSUS. Hao holds the Chartered Financial Analyst (CFA) designation and previously served on the Board of Directors of the CFA Society Sacramento.

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