The project titled “Financial Literacy for Students, by Students,” led by Dr. Guerra, in collaboration with student partners Cecilia and Phoebe, has significantly enhanced financial education at HKBU. Through innovative activities and a peer-driven approach, this initiative demonstrates a modern and engaging way to teach financial literacy.
Innovative Student-Led Activities
Students enrolled in the General Education (GE) course, alongside community partners, crafted and led a variety of creative financial literacy activities. These included board games that simulate economic environments, as well as both online and offline workshops. These workshops covered essential topics like investment strategies, the principles of borrowing, and the avoidance of financial risks, such as gambling. Such engaging methods help peers understand and apply financial concepts in real-world contexts.
Student Partners’ Contributions
Cecilia, studying for her BBA in Finance, alongside Phoebe, a History student, played crucial roles in the project’s success. They were deeply involved in planning and executing educational content, bringing diverse perspectives that catered to the needs of their fellow students. Their involvement extended to initiating ice-breaker activities that fostered a community feeling and conducting ongoing assessment and feedback throughout the project.
Insights from Student-Teacher Partnerships
Dr. Guerra notes that collaborating with students like Cecilia and Phoebe brought fresh perspectives into student assessments and educational strategies. This partnership not only improved the content and delivery of the course but also made the teaching methods more aligned with students’ needs, creating a supportive yet challenging learning environment.
Continuing Student Partnerships in Future Courses
Motivated by the positive outcomes of this approach, Dr. Guerra intends to further integrate the ‘Students as Partners’ model in his forthcoming courses. He emphasizes the importance of student involvement in developing assessment criteria and providing peer feedback, which he believes makes teaching more effective and enriches the students’ learning experiences.
Student Perspectives on Collaborative Learning
From the students’ viewpoint, Cecilia highlighted that her involvement has enhanced her skills in planning and delivering lectures, significantly improving her communication skills. These are crucial for her future career in business. Phoebe appreciated gaining an understanding of course design from an educator’s perspective, which she found invaluable for her future studies in education. Both students appreciated the unique opportunity to engage closely with a faculty member, which they found greatly beneficial for their personal and professional development.
