Author: Taylor Massey - Managing Editor

How to Improve Writing Skills with MindTap

Guest Contributor: Scott Rudeen, Ph.D.(ABD), MBA, MA, MSM
Criminal Justice Online Program Chair at Broadview University Careers in criminal justice certainly require a wide variety of skills. In my last blog post, I discussed my challenge to build the decision-making skills of my criminal justice students. Without a doubt, this skill is the foundation for student success as a criminal justice professional. But, if you are an instructor of criminal justice like me, you’ll probably agree another valuable skill is the ability to write accurate and well-written reports. If so, what are the best ways we can give Read More…


CengageNOWv2 Helps Students Efficiently Master Subject Matter

Long Beach Community College professor Kirk Canzano teaches financial accounting. But he used statistics to find out if his students’ performance on CengageNOWv2 out-of-class assignments correlated to their success on in-class exams. Short answer: Yes. Overall alignment between CengageNOWv2 homework scores and exam scores was a remarkable 0.93, indicating that homework performance almost perfectly predicted exam performance. CengageNOWv2 deserves credit for keeping students engaged with interactive activities, videos that walk students through problem-solving, and other tools that promote active learning. Canzano likes the automatic grading and gradebook analytics, too. With CengageNOWv2, there’s a lot in the plus column.

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MindTap for Criminal Justice: Engaging Students More Deeply

Criminal Justice instructor finds MindTap to be an efficient, successful solution for engaging his students more deeply in course content. After a painful experience with an online homework tool, Scott Rudeen and his colleagues in the criminal justice department at Broadview University were ready to throw in the towel. Frustration and a lack of student achievement and engagement led Rudeen to the realization that searching for the right online resource was worth one more shot. When Rudeen found MindTap for Criminal Justice, he quickly saw his students begin to show more interest in the subject. At the same Read More…


Improve Student Confidence and Engagement with Gamification

Guest Contributor: Carlos Diaz, The American School, Vietnam It is the cold truth: a video game will catch your students’ attention more than the elaborate, cool plan you stayed up all night preparing for. For some instructors, this may be a sad truth. For others, this is simply the way society is evolving. But hopefully, you can see this as an opportunity. You can use games in your classrooms to boost engagement, confidence and learning. More and more students are responding positively to what is known as Game Based Learning (GBL): teaching strategies using games or gamification to find a better Read More…


Webinar: 2017’s Financial Accounting Standards Board (FASB) Updates

The new year brought with it new updates from the Financial Accounting Standards Board (FASB). Join the authors of the Cengage text, Intermediate Accounting: Reporting and Analysis Second Edition, Jeff Jones and Don Pagach, for a new webinar series discussing the latest changes by the FASB. Topics include revenue recognition, simplification projects–such as lower of cost and market accounting for inventory– changes to the investment standards, and leases.

Jefferson P. Jones, Auburn University

Dr. Jefferson P. Jones is an Associate Professor of Accounting in the School of Accountancy at Auburn University. He received his Bachelor’s in Accounting and Master of Accountancy Read More…


Podcast: How Instructors Can Help Students Bridge Skill Gaps

College instructors spend most of their classroom time on content and often feel as if there is not enough time to cover everything. So the idea of adding more subjects to the mix can be daunting. Yet that is what Dr. Tanya Martini of Brock University in St. Catharines, Ontario is suggesting. According to Dr. Martini, our graduates have a skills gap. They graduate without sufficient understanding of necessary career skills such as communication, collaboration, leadership, creativity and empathy. Along with the skills and knowledge of their profession, these are the transferable career skills that employers look for in Read More…


The Value of Open Educational Resources

Guest Contributor: Jonathan Mott, Chief Learning Officer
Learning Objects, A Cengage Company When we set about improving learning, we generally begin with some notion of what we want to be better or different for our students. If our focus is on student achievement, we might invest more in instruction, technology, or materials designed to yield better outcomes. Alternatively, if our primary objective is to lower cost, we might look at ways to reduce institutional investments in a program or we might directly reduce student expenditures by replacing current materials with lower-cost alternatives or OER (free and openly licensed educational Read More…


Accounting Instructors’ Report, Winter 2016: Table of Contents

TRENDSThe Big Picture: Accounting Education In The 1980s And Its Relevance For Today
Belverd E. Needles, Jr., Ph.D., CPA ARTICLES Teaching Intermediate Accounting: FASB’s Simplification Initiative
Dr. Thomas H. Oxner University of Central Arkansas
Dr. Karen M. Oxner University of Central Arkansas “The Effect Of Using Software To Teach The Accounting Cycle In An Introductory Accounting Course
Janean S. Kleist, Ph.D., CPA College of St. Benedict and St. John’s University
Michelle Li-Kuehne College of St. Benedict and St. John’s University “Supplemental Instruction (Si): An Academic Support Program
Jim Goldstein Canisius College “A Change Will Read More…


Teaching Intermediate Accounting: FASB’S Simplification Initiative

In June 2014, the Financial Accounting Standards Board (FASB) announced a Simplification Initiative with two related goals: reduce unnecessary complexity of financial reporting and improve (or at least maintain) its decision usefulness. Unlike many accounting pronouncements, most of these simplification projects are limited in scope and relatively short in duration (FASB 2014). Due to publishing cycles, Intermediate Accounting textbooks may not include these changes, although accounting professors should include them in their course materials. The purpose of this article is to highlight Simplification Initiative updates which are relevant to Intermediate Accounting I and/or II, as well as provide a Read More…


The Effect of Using Software to Teach the Accounting Cycle in an Introductory Accounting Course

Faculty are increasing their use of technology to deliver content inside and outside of the classroom. Millennial college students embrace technology and enjoy variety in their classroom experiences. As suggested by Jeff Nevid in his paper, Teaching the Millennials, “One way of adapting the classroom is to integrate technology as a learning tool, not as a replacement of effective teaching.” Our department implemented Solid Footing accounting software in our introductory accounting course to further students’ understanding of the accounting cycle. To investigate the effectiveness of Solid Footing, we examined 12 years of data to assess the accounting software’s impact Read More…