Author: Tami Strang

Students in Business Courses Make the Grade with MindTap

Students in business courses are highly motivated to succeed in their professional careers… as well as their academic careers. If you’d like to help them see success in these arenas, try assigning MindTap. Our studies show that students spend 50% more time working in MindTap if it counts for at least 20% of their grade.

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Sparking Student Success in Criminal Justice with MindTap

Before the students in your Criminal Justice courses head out into their chosen careers, they need to master the concepts that are fundamental to their professional success. This mastery of critical concepts begins in your Criminal Justice course.

If you want to help your students succeed, try assigning MindTap. Our recent studies show that using MindTap can have a significant and positive impact on student learning and outcomes in many ways.
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Don’t Strike Out: Three Rules for Communicating with Adjuncts

Contributor: Sherri Singer, Coordinator, Adjunct Institute, and Department Head, Alamance Community College. The Adjunct Institute at Alamance Community College has been working with Adjuncts since 2005. Using our decade of experience we have developed three simple rules to guide our communication, and to ensure that Adjuncts actually read our emails. Adjuncts often have two or more jobs, and many work at multiple institutions. They may have two or more email addresses that they check each day. As coordinators who work with Adjuncts we need to tailor our emails to fit their needs and create cues that attract and keep their Read More…

Podcast: APPlause for APPS: How to Use Apps in the Classroom to Create Meaningful Connections and Engage Students!

Many instructors are interested in using technology to spark student engagement, build collaboration, and increase a sense of connection and community in their courses.

Are you among these instructors? If so, you’ll be interested in the inspiring ideas shared in this podcast. Shawn Orr, Digital Educator at Cengage Learning and adjunct instructor at Adrian College (Adrian, Michigan), discusses how she uses technology in her class to create meaningful connections.

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The Power of Tech Resources in College Classes

Many of the students in your classes are fully accustomed to using tech tools in their everyday lives. In fact, these tools are part of their daily routines: they check social media to keep up with friends and family, communicate with text messages and video chats, monitor their physical activity with a digital fitness tracker, and keep track of their activities using a calendar that’s synced with their laptops, smartphones, and tablets.

Given the ubiquity of technology in our lives today, it’s fairly natural that students would want, and expect, to find that experience within their college courses. So to what extent might the use of technology impact students’ perception of a successful (or less-than-successful) course?

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Ten Steps to ‘A’-ing Accounting

Most students in introductory accounting have not had a course like accounting before. They need some direction or many will flounder. To encourage and give direction to students the at the beginning of his course in introductory accounting, Belverd E. Needles gives his “Ten Steps to ‘A’-ing Accounting.” He goes over these points on the first day of class and refers back to them during the course. He has used this approach for several years and has found that it leads to a higher success rate. Please feel free to use it in your class and let him know how it works.
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Teaching Online Introductory Accounting Course For The First Time: What to Expect

With colleges and universities offering more courses online, professors may have to teach courses online for the first time. This paper serves to address the expectations of teaching a course online for the first time, and offers recommendations for new starters of online courses.

The research was based on the introductory accounting courses I taught in summer semester 2014. A survey was given to the students to address their course expectations and results. I also examined the grade distribution and withdrawal rates between the two different course delivery methods (online and on-campus).
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Integrating The Benefits of Teamwork and Audience Response Systems (ARS) in an Accounting Classroom

Student participation and satisfaction in the classroom pose a challenge for accounting instructors. Some students often appear uninterested, unprepared, or confused during class, if they attend at all. Instructors must find unique ways to engage students to become active participants during class time to enhance the learning process and increase the comprehension and appreciation of accounting. Many have successfully utilized Audience Response Systems (ARS), also known as clickers. Others have effectively implemented group projects or team activities. This paper examines the combination of using clickers and teamwork in accounting courses over an entire semester.

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Making Financial Literacy Relevant to Today’s Student

The goal of this assignment is to require introductory accounting students to do basic financial literacy research in order to develop real world awareness of the importance of setting goals,
spending habits and budgeting. This is a real-world personal budgeting assignment that students indicate they enjoy doing and find particularly insightful. Students are given an average salary for starting accountants as well as a listing of potential deductions and expenses (without amounts) that may or may not apply to them. They need to do their own research as to amounts
and which may or may not apply given their various potential living arrangements and cities chosen. Building wealth with a 401k has been emphasized also at the start of this assignment using examples, and some minimum contribution is expected in their realistic budgets.

An Excel worksheet is required with attached pages showing the source for each expense. Students are also required to evaluate what they have learned. Introductory students have expressed amazement at their result and several find it eye-opening when their bottom line is negative! It is also quite easy to grade. This assignment can be used in upper level courses but it is particularly insightful for the introductory course to build financial awareness in students.
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Gift Cards: An Innovative Approach to Facilitate Learning in Accounting Education

There has been a push for innovation and enhanced learning in accounting education over the past several decades. Professional bodies such as the American Institute of Certified Public Accountants (AICPA) and the American Accounting Association (AAA) have emphasized the need for changes in accounting educational delivery to prepare the next generation of practicing accountants for the complexities of global business in the 21st century.

The Gift Card Project was developed by authors Glover and Hwang (2013) as a way to further engage students in accounting education while simultaneously equipping them with the various competencies necessary for successful careers as professional accountants. The Gift Card Project is presented as a new tool to assist accounting educators in reinforcing learning objectives and foundational concepts typically included in the first introductory accounting course.

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