Curriculum and Programs

Instructional Design 101 Part 4: Instructional Designers are Not Faculty

The field of instructional design has gotten a lot of attention lately, especially in the world of higher education. But even some experienced instructional designers have a hard time explaining exactly what it is they do. In this part of our Instructional Design 101 series, we’ll take a look at how instructional designers work with other members of the higher education community.

IDs come to complement faculty, not to replace them

Anyone who’s worked in higher education knows it can get a bit territorial sometimes. Faculty members and administrators can occasionally get a little protective of their areas of Read More…


Instructional Design 101 Part 3: What Do Instructional Designers Do?

The field of instructional design has gotten a lot of attention lately, particularly in the world of higher education. But even some experienced instructional designers have a hard time explaining exactly what it is they do. In this post, we’ll look at the typical kinds of projects Cengage’s Instructional Design team works on.

A day in the life of an ID

We’ve already taken a broad look at what instructional design is and how instructional designers can help your institution. But what do Cengage’s instructional designers actually do, day to day? The answer to that is almost anything. When Read More…


Accounting Instructors’ Report, Fall 2016: Table of Contents

The following articles are featured in the FALL 2016 issue of the Accounting Instructors’ Report: TRENDS Developing Highly Motivated Students
Belverd E. Needles, Jr., Ph.D., CPA ARTICLES Lighting A Fire: Start Igniting Student Motivation Janean S. Kleist, Ph.D., CPA (Inactive)
College of St. Benedict and St. John’s University Deborah J. Pembleton
College of St. Benedict and St. John’s University Integrating Fraud In The Introductory Financial Accounting Course Cynthia E. Bolt-Lee
The Citadel Thirty Nine Years Of Make-Up Exams
Terry Dancer
Arkansas State University TEACHING TECHNIQUES Analyze This, Analyze That: A Reversing Entry Case Ting Jie (TJ) Wang, Ph.D.
College of Read More…


Analyze This, Analyze That: A Reversing Entry Case

Analytical and problem solving skills are essential for not only forensic accountants but also traditional accountants (Davis, Farrel, and Ogilby 2014). The American Institute of Certified Public Accountants (AICPA) will in its tests increase focus on higher-order cognitive skills starting April 1, 2017. Those skills include, but are not limited to, analytical ability, critical thinking, problem solving, and professional skepticism, due to ongoing changes in the business world and impacts on the accounting profession from advancements in technology (AICPA, 2015). It is therefore important and imperative for accounting educators to cultivate an interest in learning among students, and grow Read More…


Lighting A Fire: Start Igniting College Student Motivation

This paper asserts that accounting students’ motivation is malleable and greatly influenced, both positively and negatively, by professor actions. It suggests professors make both intentional and inadvertent choices which influence behaviors and shape classroom motivation. Expectancy theory (Vroom, 1964) provides a framework and offers insight into specific actions professors can take (or halt) to increase student motivation and performance. This article is from the Accounting Instructor’s Resource, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses. Authors:
Janean S. Kleist, Ph.D., CPA, College of St. Benedict and St. John’s University
Deborah Read More…


Integrating Fraud in the Introductory Financial Accounting Course

Engaging the introductory financial accounting student remains an educational challenge, particularly given the importance of the course as a foundation for more advanced business studies. For the traditional accounting student, the lack of substantial employment experience can inhibit student learning. Students lose interest as they fail to see the relevance of a subject that appears to be unnecessary for all but future accounting professionals. The purpose of this paper is to present an instructional strategy that focuses on real issues in the workplace – where headlines reveal the increasing frequency of fraud. Using a fraud approach in introductory financial Read More…


AIR Fall 2016: Thirty-nine Years of Make-up Exams

“The makeup exam will live forever. During my 39 years of teaching Accounting, I have tried different methods for dealing with students missing and exam and wanting to take a makeup. I had an epiphany recently and thought I might share the idea with the rest of the academic accounting community. The idea is my new plan for dealing with makeup exams. Perhaps this method has been around for years and I am just way behind times. This article is from the Accounting Instructor’s Resource, an electronic journal that provides teaching tips and insights to those who teach accounting Read More…


How to Write Effective Exam Questions for College Students

True or false? Multiple choice? Long form essay? What is the best strategy for creating exam questions? When you’re designing an exam, consider what you want to be able to gauge in your college students’ knowledge in order to choose the best types of questions to measure their learning. There are benefits and disadvantages to any type of question, so consider these exam tips when deciding what teaching strategies to employ when you create your exam.

Difficulty creating or difficulty grading?

In McKeachie’s Teaching Tips, Fourteenth Edition, Wilbert J. McKeachie and Marilla Svnicki noted that exams have two pieces that Read More…


6 Ways to Help College Students Prepare for Final Exams

College instructors play a significant role in preparing their students for final exams. For example, before finals week, teachers can conduct a review session, go over questions from the midterm exam, and set up a study room. Read on to learn what review strategies might work best for your students.

Conduct a review session

A review class before the final exam is a good time to make sure students are on track and concentrating on the right material. Let the students know what is important information they should retain from this course. You could go over pertinent presentations and can also Read More…


Instructional Design 101 Part 2: Why Does Your Institution Need Instructional Design?

The field of instructional design has gotten a lot of attention lately, especially in the world of higher education. But even some experienced instructional designers have a hard time explaining exactly what it is they do. The first post of the Instructional Design 101 series gave a broad overview of what instructional design is. This post will explain exactly why it’s so valuable.

“‘Why do I even have this job?”

A few weeks into her first instructional design job with an online university, Alisha Blanchard couldn’t quite understand why her position existed. In her previous career as an elementary Read More…