The purpose of this study was to examine the retirement planning of women between 40 and 55 years of age within the theoretical framework of family re source management. A sample of 220 wornen completed mailed questionnaires. Retirement planning was defined as a five‐step managerial process. Descriptive responses of these women indicated high interest in retirement planning, but their level of planning raised serious concern for the future. Special emphasis on three social‐psychological concepts—risk taking, “math anxiety,” and locus of control—offered a unique perspective in this study. Multiple regression analysis found the following characteristics of women most active in retirement planning: higher household income, expected a pension, positive orientation toward finan cial risk, perceived control over chance, general willingness to take risks, internal belief in the ability to control one's life, comfort with math ability, and older age.

According to Boyer's theory of teaching and learning, teaching becomes scholarly when four components (discovery, integration, application, and teaching) are integrated within and throughout the educator's efforts. Scholarship is holistic, and the elimination of one or more components diminishes the strength of scholarship. The purpose of this article is to demonstrate how Boyer's theory of scholarship is applied to resident instruction and distance education at a midsize university in the West. The infusion of Boyer's components results in communication and content skills students learn while completing assignments that go beyond the memorization of apparel and merchandising concepts. Regardless of the method of instruction delivery, Boyer's theory of scholarship may be applied to course concepts to assist students in the long-term learning process. Students also gain valuable leadership skills that are used to benefit the community.

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