Home and Family Department

FCS 160 Home and Family Resource Management Syllabus

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

[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: Instructor does not receive assignments in email. Emails after
5pm are addressed the following day.]
Office Hours: M/W 2:00-3:00 or by appointment please
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)

Standards This course meets the following Idaho Family and Consumer Sciences Standards (as well as
CFLE content area #6 Resource Management):
 The teacher understands the significance of family and its impact on the well-being of
children, adults, and society and the multiple life roles and responsibilities in family, career,
and community settings;
 The teacher understands the impact of families’ multiple roles within the home, workplace,
and community;
 The teacher knows of community agencies and organizations that provide assistance to
individuals and families;
 The teacher understands how interpersonal relationships, cultural patterns, and diversity
affect individuals, families, community and the workplace;
 The teacher understands consumer economic issues and behavior for managing individual
and family resources to achieve goals at various stages of the life cycle;
 The teacher understands resource conservation and environmental issues in relation to family
and community health;
 The teacher understands issues and discusses how to balance demands between work and
personal responsibilities;
 The teacher discusses innovation and the entrepreneurial role in the workforce and
incorporates them where possible;
 The teacher understands workplace leadership models.
Course
Outcomes: Students will:
1. Demonstrate a knowledge, understanding, and application of management concepts and
principles relating to the resources of time, money, people, stress, and the environment.
2. Implement the 7 Habits of Highly Effective College Students into their individual lives and
ultimately, 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 fostering its principles in a wholesome
academic, cultural, and social environment; Second, provide high-quality education that prepares
students of diverse interests and abilities for lifelong learning and employment; Third, serving as
many students as possible within resource constraints; and Fourth, deliver education that is
affordable for students and the Church. (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.] 

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.” The study of Resource
Management will take students from where they are, to where they want to be.

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. The
FranklinCovey Guidebook will be collected during Week 13 for evaluation.

[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.

[Note: it is beneficial for students to review rubrics for all assignments in order to know how
assignments will be evaluated. To see rubric feedback, go to the assignments page, under the
‘Feedback’ column, click ‘View;’ this should load a page titled ‘View Feedback;’ scroll down to
view the rubric and instructor responses.]
Goldsmith Chapter
Reading Responses Reading responses may take one of five forms and students are encouraged to try a variety
of these options [Note: each of the items below must be submitted in the chapter I-Learn
assignment before class begins on the day that topic is covered.]:
 Connecting to the text - This involves underlining key ideas and making marks and
comments in the margins. Students then go back through the reading and write five “big”
questions on key concepts in the chapter. Then answer three of those questions in paragraph
 form i.e. minimum 3 sentences or write a commentary on why they think these are the core
issues in the reading.
 Summarizing the readings and visualizing the key ideas – Students make a visual or
graphic organizer for content in the reading. Students can also make a chart or several lists
that organize and categorize ideas.
 Reading response journal – Here each portion (a portion is a bolded heading) of the reading
assignment is responded to with a question or comment.
 Study as a group – Two or three students can convene as a study group. They discuss the
readings, focusing on key concepts. Ideas are recorded and then written up.
 Create a poem, song or a rap – Students create a song or rap about the assignment, which
they then record and submit.

Minimal efforts garner three points, solid summaries and connections are worth four points, and
extraordinary responses merit five points. Students are encouraged to make sense of what they
read.

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.
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. Attendance reflects how well students manage.

Keep track of absences here:

In-Class
Note-taking/Study Write down whatever the instructor puts on the board; there is a better chance it will be on the
Guides: test. Be sure to write down the details that connect or explain the main points. Leave blank spaces
for items/ideas you may miss. Ask the instructor questions if certain points are confusing.
Continue taking notes during discussion periods. Go over your notes soon after class (within 24
hours) to increase your retention. Try not to record every word; use abbreviations. This will help
you stay caught up. 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 to build
toward content achievement. The instructor collects all in-class activities for evaluation.
Participation activities 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 will be invited to leave the class
by the instructor and take an absence for the day. Also, 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 So that students don’t end up guessing what content is on the exam, organize chapter reading
responses and in-class note-taking into study guides for exams. Daily review 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. Number of
exam questions will vary and contain multiple choice questions. Exams 1-3 are taken in the
Testing Center. Final exam is in class at the scheduled time during Testing Days (See course
outline). 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 use
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.

[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 Exams and must be used within 1 week
of the late assignment and by the last day of class.

Summation papers Summation papers (3 pages, DS, 1” margins, 12-point font) of the Goldsmith concepts learned
and the practical application of those concepts within the 7 Habits of Highly Effective College
Students. They are a way to see whether or not students learned something from the study of
management and its application in the 7 Habits. Please include citations in APA.

FYI: For career success, know that papers students write as summations of the concepts learned
in class can help refine the communication skills needed to create weekly or monthly reports on
the job.
Collaboration
Projects Collaborative learning is based on the view that knowledge is a social construct.
Collaborative activities are most often based on these four principles:
1. The learner or student is the primary focus of instruction.
2. Interaction and "doing" are of primary importance
3. Working in groups is an important mode of learning.
4. Structured approaches to developing solutions to real-world problems should be
incorporated into learning.

Collaboration projects are designed by students working in groups that decide on a real-world
problem focusing around the needs of others and develop a solution to that problem using course
content. [Note: Ideas for real world issues include College and Financial Aid; Drugs, Alcohol,
Tobacco and Addictions; Eating Disorders and Body Image; Food, Fitness and Exercise; General
health; HIV and AIDS; Homeless Youth and Runaways; Bullying; Issues about Sexuality;
Suicide and Mental health; Teen Pregnancy and Parenting; Violence and Abuse; Human Sex
Trafficking]. Students report the nature of the real-world problem, their individual research
contributions to the group, and the solution(s) the group collaborated on. Use APA to cite
sources. Each student turns in the collaboration project in their I-learn assignment.

FYI: For career success, collaboration around the needs of others for a project can prepare
students for experiences as a contributing 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 College
Students 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 students can engage in to truly lead their lives. As we go
deeply within ourselves, as we understand and realign our basic paradigms to bring them in
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

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.

Tutor: There is a tutor available for FCS 160. This semester Kimberly Anderson is the course tutor.
Contact her to set up appointments. Her email is: and12045@byui.edu; cell phone is # is 509-713-
6011.

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 Apr 23 Get acquainted; Review Read Syllabus; Bring
Syllabus questions to class
Apr 25 Read Goldsmith Chapter Managing Tomorrow Use syllabus to answer
14; Submit Reading questions; Begin Exam 1
Responses in I-Learn Review; Begin
Summation paper #1
Apr 27 Read: “Establishing a Covey Foundation Use syllabus to answer
Christ-centered Home” questions; Continue
Richard J. Maynes, Apr. Exam 1 Review and
2012. Submit insights in Summation Paper #1
I-Learn; Bring Covey
Guidebook to class
Week 2 Apr 30 Bring Covey Guidebook Covey Foundation Cont. Use syllabus to answer
questions; Continue
 Exam 1 Review and
Summation Paper #1
May 2 Read Goldsmith Chapter Management History and Use syllabus to answer
2; Submit Reading Theories questions; Continue
Responses in I-Learn Management History Exam 1 Review and
Summation Paper #1
May 4 Review Chapter 2 Management History and Use syllabus to answer
Theories questions; Continue
Management Theories Exam 1 Review and
Summation Paper #1
Week 3 May 7 Read: “Agency and Habit 1: Be Proactive/ Use syllabus to answer
Anger” Elder Robbins, Proactive Language questions; Continue
Submit insights in I- Exam 1 Review and
Learn; Bring Covey Summation Paper #1;
Guidebook to class Begin Collaboration
Project #1
May 9 Bring Covey Guidebook Habit 1 cont. – Circle of Continue Exam 1
Influence/Transition Review; Work on
Person Summation Paper #1
and Collaboration
Project #1
May 11 Read Goldsmith Chapter Values, Attitudes, Goals, Continue Exam 1
3; Submit Reading Motivation Review; Work on
Responses in I-Learn Values, Attitudes Summation Paper #1
and Collaboration
Project #1
Week 4 May 14 Review Chapter 3 Values, Attitudes, Goals, Continue Exam 1
Motivation Review; Work on
Goals, Motivation Summation Paper #1
and Collaboration
Project #1
May 16 Read: “Having the Vision Due in I-Learn: Continue Exam 1
to do” O. Vincent Summation Paper 1 Review; Work on
Haleck, Apr. 2012; Habit 2 - Begin with the Summation Paper #2
Submit insights in I- End in Mind and Collaboration
Learn; Bring Covey Project #1
Guidebook to class
May 18 Bring Covey Guidebook Mission Statements Continue Exam 1
Review; Work on
Summation Paper #2
and Collaboration
Project #1; Revise
Mission Statement;
Week 5 May 21 Read Goldsmith Chapter Resources EXAM 1 opens Tues
4; Submit Reading Resources Defined May 22, closes Thurs
Responses in I-Learn May24: Ch. 1-3, Covey
Found and Habit #1;
Work on Summation
Paper #2 and
Collaboration Project
#1; Revise Mission
Statement;
May 23 Read Goldsmith Chapter Decision-making and Exam 2 Review; Work
5; Submit Reading Problem-solving on Summation Paper #2
Responses in I-Learn and Collaboration
Project #1; Revise
 Mission Statement;
May 25 Read Goldsmith Chapter Planning, Implementing, Exam 2 Review; Work
6; Submit Reading Evaluating on Summation Paper #2
Responses in I-Learn and Collaboration
Project #1; Revise
Mission Statement;
Week 6 May 28 Memorial Day – No
Classes
May 30 Read Goldsmith Chapter Managing Time Exam 2 Review; Work
9; Submit questions and Time as a Resource on Summation Paper #2
responses in I-Learn and Collaboration
Project #1; Revise
Mission Statement;
Jun 1 Read: “Reflections on a Due in I-Learn: Exam 2 Review; Work
Consecrated Life” Elder Summation Paper #2 on Summation Paper #3
Christofferson, Oct. 2010 Habit 3-Put 1st Things 1st and Collaboration
Submit insights in I- Project #1; Revise
Learn; Bring Covey Mission Statement;
Guidebook to class
Week 7 Jun 4 Bring Covey Guidebook Planning Systems EXAM 2 Opens Jun 5,
Closes Jun 7: Ch. 4-6,
9; Habits 2 and 3;
Work on Summation
Paper #3 and
Collaboration Project
#1; Revise Mission
Statement;
Jun 6 Read Goldsmith Chapter Managing Human Needs: Exam 3 Review; Work
8; Submit Reading Changes in Population on Summation Paper #3
Responses in I-Learn and Collaboration
Project #1; Revise
Mission Statement;
Jun 8 Review Chapter 8 Due: Turn in Covey Exam 3 Review; Work
Guidebooks in class on Summation Paper #3
Managing Human Needs: and Collaboration
Caregiving and the Elderly Project #1; Revise
Mission Statement;
Week 8 Jun 11 Bring Covey Guidebook Due in I-Learn: Time Exam 3 Review; Work
Use Evaluation on Summation Paper #3
Emotional Bank Accounts and Collaboration
(EBA); Project #1; Revise
Mission Statement;
Jun 13 Read: “Of Things that Due in I-Learn: Exam 3 Review; Work
Matter Most” President Collaboration Project #1 on Summation Paper #3
Uchtdorf, Oct. 2010; Habit 4 – Think Win-Win and Collaboration
Submit insights in I- Project #2; Revise
Learn; Bring Covey Mission Statement;
Guidebook to class
Jun 15 Bring Covey Guidebook Mutual Benefit and Win- Exam 3 Review; Work
Win Agreements on Summation Paper #3
and Collaboration
Project #2; Revise
Mission Statement;
Week 9 Jun 18 Read Goldsmith Chapter Communication Exam 3 Review; Work
7; Submit Reading As part of the on Summation Paper #3
Responses in I-Learn Management Process and Collaboration
 Project #2; Revise
Mission Statement;
Jun 20 Review Chapter 7 Due in I-Learn: Mission Exam 3 Review; Work
Statement Draft 2 on Summation Paper #3
Communication and Collaboration
Conflicts Project #2; Revise
Mission Statement;
Jun 22 Read: “Taking time to Habit 5 - Seek First to Exam 3 Review; Work
Talk and Listen” Sister Understand, Then to be on Summation Paper #3
Wixom, Apr. 2012 Understood and Collaboration
Submit insights in I- Project #2; Revise
Learn; Bring Covey Mission Statement;
Guidebook to class;
Week 10 Jun 25 Bring Covey Guidebook Empathic Listening Exam 3 Review; Work
on Summation Paper #3
and Collaboration
Project #2; Revise
Mission Statement;
Jun 27 Read Goldsmith Chapter Due in I-Learn: Exam 3 Review; Work
10; Submit Reading Summation Paper #3 on Collaboration Project
Responses in I-Learn Managing Work and #2; Revise Mission
Family: Statement;
Overview of Work and
Family
Jun 29 Review Chapter 10 Managing Work and Exam 3 Review; Work
Family: on Collaboration Project
The Meaning of Work and #2; Revise Mission
Leisure Statement;
Week 11 Jul 2 Read: Good, Better, Best Habit 6 - Synergize EXAM 3 Opens Jul 2;
-Elder Oaks, Oct. 2007; Closes Jul 5; Ch. 7-8,
Submit insights in I- 10; EBA and Habits 4
Learn; Bring Covey & 5 Final Exam Review;
Guidebook to class Work on Collaboration
Project #2; Revise
Mission Statement;
Jul 4 Independence Day
Holiday – No classes
Jul 6 Bring Covey Guidebook Due: Turn in Covey Final Exam Review;
Guidebooks after class Work on Collaboration
Creative Cooperation Project #2; Revise
Mission Statement;
Week 12 Jul 9 Read Goldsmith Chapter Managing Stress & Final Exam Review;
11; Submit Reading Fatigue Work on Collaboration
Responses in I-Learn Project #2; Revise
Mission Statement;
Jul 11 Read Goldsmith Chapter Due in I-Learn: Final Exam Review;
12; Submit Reading Collaboration Project #2 Work on Collaboration
Responses in I-Learn Managing Environmental Project #2; Revise
Resources Mission Statement;
Jul 13 Read: “Blessings of the Habit 7 – Sharpen the Final Exam Review;
Sacrament” Don L. Saw; Revise Mission
Clarke, Oct. 2012; Statement;
Submit insights in I-
Learn; Bring Covey
Guidebook to class
Week 13 Jul 16 Read Goldsmith Chapter Managing Finances: Final Exam Review;
 13: Submit Reading Financial Management Revise Mission
Responses in I-Learn and Security Statement;
Jul 18 Review Chapter 13 Due in I-Learn: Mission Final Exam Review;
Statement Draft #3
Managing Finances:
Retirement and Financial
Planning
Jul 20 Final Exam over 10:30-1:45 Clarke 317
Chapters 11-13 and Habit
6-7