Overall Instructor Rating: Satisfactory

Ratings explanation:

• Exemplary - A model answer in almost every way (this is given out very rarely).
• Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
• Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
• Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.

Instructor's Overall Feedback:

1 & 2: Excellent! These symptoms really suggest a problem! (However, I'm not sure how "Creating a budget" or "insurance" are meant as symptoms.)

3 & 6: Your problem statements are good, but they don't address who will take responsibility for solving this problem. I always recommend putting the organization or group that has responsibility for the instruction as the subject of this sentence. Please review other examples of problem statements of exemplary IDAs listed in the IDA library.

4. Excellent! Good use of data sources leading to very appropriate (hypothetical) results. One suggestion for your final team project: please be sure to label your needs according to those described in class (i.e. normative, Felt, Expressed, Comparative, Anticipated or Future).

7. Your instructional goals look very good. Just be sure to clarify and make more precise the actual behaviors as your team works on IDA 2 (course design).

Nice job!

1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.

a. List the context, also known as the "system of interest".

Your final response:

Personal Finance for UGA Students

b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

Your final response:

University of Georgia
o Federal and Private Resources
o U.S. Department of Education
o U.S. Colleges and Universities
- University System of GA
• University of Georgia
• faculty
• students
• staff
• parents
• student clubs, community service clubs
o Athens Community
o Businesses/Employers
o Financial Institutions

The instructor's feedback to step 1:

2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.

Your final response:

o Symptoms
• Local businesses don’t let you purchase items with checks because students are
writing bad checks
• Students cannot balance checkbook
• Creating a budget
• Not staying within budget
• Staying within means
• Consumer debt
• Frivolous spending
• Lack of financial planning
• Default on payments
• Paying minimum credit card payments
• Students don’t seek alternative funding sources
• Insurance

Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

Your final response:

o Why these problems are important:
- While in college, a student overcharging a card might be bailed out by parents. This is irresponsible behavior that a parent (with a financial interest) might correct. In the workforce, however, the corrections made by public institutions have longer-lasting effects. (e.g. the employer now has poor view of employee, the individual cannot obtain credit.) More generally, the college student's reality views an income stream on an as-needed basis. He bears no responsibility for generating income, but the money is there. There's no incentive to use best practices to reduce costs, and while being bailed out by parents the student suffers no long-term effects due to mismanagement of finances. - Financial difficulties also produce a great deal of stress felt by the following people:
• The student
• Family
• Co-workers
• Community

The instructor's feedback to step 2:

No specific feedback given on this step.

3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

Your final response:

The aforementioned shortcomings of UGA undergrads indicate that they do not have an understanding of basic financial principles. Evidence of this problem can be obtained from interviews with students and parents, surveys, focus groups, financial aid departments, local banks, local businesses, credit card companies, the Internet, government reports, financial research organizations and other universities. Data obtained from these sources will most likely support the preceding symptoms that are indicative of gaps in financial understanding.

The instructor's feedback to step 3:

No specific feedback given on this step.

4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.

The instructor's feedback to step 4:

No specific feedback given on this step.

5. Prioritize your list of needs.Which are most important? Why are they most important?

The instructor's feedback to step 5:

No specific feedback given on this step.

6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

Rewrite the problem statement here:

Your final response:

The aforementioned shortcomings of UGA undergrads indicate that they do not have an understanding of basic financial principles. Evidence of this problem can be obtained from interviews with students and parents, surveys, focus groups, financial aid departments, local banks, local businesses, credit card companies, the Internet, government reports, financial research organizations and other universities. Data obtained from these sources will most likely support the preceding symptoms that are indicative of gaps in financial understanding.

The instructor's feedback to step 6:

No specific feedback given on this step.

7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.

The instructor's feedback to step 7:

No specific feedback given on this step.