Career Exploration in Finance and Banking
Course Description:
This course introduces students to the challenging and lucrative world of finance. While “Wall Street” may still get a bad rap after the 2008 financial crisis, finance careers still remain highly sought after and can be highly rewarding. The course reviews key financial terms and examines various groups, positions, and roles within financial institutions. Students will learn about resumes, interviews, and networking. Students will also discuss ethics on Wall Street and the role of finance within society.
Course Details:
| Course Title (District): | Career Exploration in Finance and Banking | ||||||||||
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| Course Title (NCES SCED) : | Banking and Finance | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Pointful Education | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Common Core State Standards, Michigan Center for Career and Technical Education | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1E1q8eBywmmEtuztQvXwRWJFd2twVbjkUlKK8ekU0bt8/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester, Accelerated | ||||||||||
| NCES SCED Code : 12101 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Describe laws and regulations to manage business operations and transactions in the securities and investments industry
- Plan the use of financial resources in order to perform key duties in the securities and investments industry
- Plan day-to-day securities and investments operations.
- Utilize career-planning concepts, tools and strategies to explore, obtain and/or develop in a securities and investments career
- Determine client needs and wants and respond through planned, personalized communication to guide purchase decisions and enhance future securities and investments opportunities.
- Describe the roles and responsibilities and identify potential career opportunities of entry level positions in finance and on Wall Street
- Define key financial terms related to jobs in finance
- Examine prominent financial firms, including their history, culture, and current situation
Additional Cost Description:
None
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | Unit or lesson level objectives are stated in the introduction of each lesson. |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | Diversity is present in content videos. |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | The course provides meaningful content in a variety of formats, such as websites, audio, video, interactive elements, and other multimedia formats to meet a variety of learning preferences or individual student needs so that all learners have the opportunity to master the curriculum. |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | Examples of activities that promote active learner-to-content interaction include: self-checks, written assignments, and discussion boards. |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | Activities may include reading, assignments, student presentations, science labs, class discussions, collaborative opportunities, case studies, role playing, simulation exercises, practice quizzes, assessments, etc. |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | Consistent layout and design are employed throughout, making content, instructional materials, tools, and media easy to locate from anywhere in the course. Design elements are used repetitively, increasing predictability and intuitiveness. |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | The content scaffolds for concepts that may not be a part of the learner’s prior knowledge. The depth of knowledge builds as lessons build upon each other; for instance, questions move from asking to identify, to describe, to asking why. |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | There is a broad range of formative and interactive opportunities for learner-content interaction that support active learning. Additionally, written assignments, discussion, and projects ask students to analyze the material and themes presented, and discover information. |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | The course provides very regular opportunities for learner-instructor interaction. The course begins with learner-learner interaction in the instroductory discussion board. However, there are no other opportunities after that for learner-learner interaction. |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | A variety of formative and summative assessments are used in the course. |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | Self-reflection assessments are included in the course. |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met | Rubrics are included with various assessments. |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | Consistent layout and design are employed throughout, making content, instructional materials, tools, and media easy to locate from anywhere in the course. Design elements are used repetitively, increasing predictability and intuitiveness. |
| E2. The online course design facilitates readability.* | Fully Met | Course content is clearly organized and presented so that learners can easily read and interpret it. |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | Captions and transcripts provide an equivalent experience. |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met | Multimedia used as a vehicle for content or feedback (e.g., images, audio, animation, video, and interactive components) are easy to use, intelligible, and interoperable across devices. |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Michigan Virtual
Date of Review:
08/21/2023
Module 1: Why Pursue a Career in Finance?
Module 2: Finance Basics
Module 3: Investment Banking
Module 4: Sales and Trading
Module 5: Private Wealth Management
Module 6: Financial Planning and Analysis
Module 7: High School, College and Internship Preparation
Module 8: Networking, Resumes, Cover Letters and Interviews
Module 9: Succeeding on the Job
Module 10: Life after Banking
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/17/2025 | 01/03/2025 | 05/23/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/24/2025 | 01/10/2025 | 05/30/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/31/2025 | 01/17/2025 | 06/06/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/07/2025 | 01/24/2025 | 06/13/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/14/2025 | 01/31/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/21/2025 | 02/07/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/28/2025 | 02/14/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/07/2025 | 02/21/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/14/2025 | 02/28/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/21/2025 | 03/07/2025 | 06/20/2025 | 100 | $350 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 69 | 68 | 98.55% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/