Document Type

Article

Journal/Book Title/Conference

Journal of Financial Therapy

Volume

6

Issue

2

Publisher

New Prairie Press

Publication Date

1-1-2015

First Page

49

Last Page

64

Abstract

This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at Utah State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioners’ models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data were collected in pre-and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicated that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was valuable for the students. Challenges for teaching financial coaching are discussed.

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