Curriculum and Programs

A Letter from the Author of Graphic Design Solutions, 6th edition

Robin Landa holds the title of Distinguished Professor in the Michael Graves College at Kean University. She’s written 23 books and received numerous awards and honors from the National Society of Arts and Letters, the National League of Pen Women, Creativity, the ADCNJ and more. In addition to winning a Human Rights Educator Award, she was lauded by the Carnegie Foundation as among the “Great Teachers of Our Time.” She is a presenter and keynote speaker at international design conferences and presents at universities, judges design competitions, and is a co-chairperson of Design Incubation, an advocacy organization dedicated Read More…


On Being “Open for Learning”

Earlier this month, Cengage and Learning Objects—a Cengage business unit—announced the launch of OpenNow, “a suite of digital products for general education courses with open educational resources (OER) content.” Responses to media coverage of this new offering focused mainly on the business model, the adherence to the “5 Rs” of OER and the contributions of materials from Cengage back to the OER community. While these reactions are to be expected, they reminded me that “open” is much more than OER content and its associated implementation and business models. An open approach to education and learning also encompasses Read More…


Innovators Speak: Productive Struggle in QR

In the first of our Innovation Speaks series, Richard N. Aufmann, author and educator at Palomar College, sat down with us to discuss how the concept of Productive Struggle applies to Quantitative Reasoning in mathematics. How would you explain Productive Struggle? Productive Struggle is a commitment to a goal—to solve a problem (homelessness, for instance), or to learn a skill (play golf, play the piano or learn to code). There must be an acceptance that the goal will take time to reach and that small successes are motivating enough to continue. To commit to Productive Struggle, the end result must Read More…


The Future of OER is Now

Cheryl Costantini is the Vice President of Content Strategy at Cengage. She’s been in the higher education industry for more than 20 years and is passionate about improving access to education and helping learners achieve success. Recently, Cengage announced that we’ve launched OpenNow digital course solutions that make it easy to work with and use open educational resources (OER). You might be asking yourself: Why would Cengage develop OER-based solutions? It’s quite simple: OER adds value to the learning experience. OER provides unique benefits. Aside from the five R’s (retain, reuse, revise, remix and redistribute), OER belongs to everyone, and it can change the nature of Read More…


Driving Deeper Homework Understanding with MindTap for English

If you want to provide your students with #JustOneThing that will help them learn the content of your course, consider utilizing the Aplia assignment feature Try Another Version in MindTap for English. Try Another Version in Aplia Through Aplia assignments, my students have the ability to learn from their mistakes with Try Another Version. With assignments that utilize the Try Another Version option, students in my co-requisite English courses learn how to learn instead of just rushing through their homework assignments. When using the Try Another Version option, my students must make at least an overall grade of an Read More…


Fall 2017 Accounting Instructor’s Report Table of Contents

The following articles are featured in the Fall 2017 issue of Accounting Instructor’s Report. Enjoy! Trends

Article Teaching Techniques Read More…


Use the Percentage-of-Completion Method as a Teaching Aid

Author: Kennard S. Brackney, Ph.D., Appalachian State University and Philip R. Witmer, Ph.D., Appalachian State University The percentage-of-completion method of accounting for long-term construction projects represents an important exception to the principle that revenue is not recognized until the associated performance obligation has been fully satisfied. This method remains relevant, despite the recent Accounting Standards Update (ASU) from the Financial Accounting Standards Board (FASB) that rewrites much of the existing guidance on revenue recognition. Our paper reviews the application of the percentage-of completion method and presents an Excel spreadsheet that can be used by instructors to help teach the Read More…


Make an Impact in Web-Based Principles of Accounting Courses

Author: Dr. Maureen Flores, Troy University This study investigates university-level students enrolled in Web-based Principles of Accounting I classes, with a focus on student learning style as defined by Dunn and Dunn’s Learning Style Inventory. The results of this study may help administrators better understand the online learning experience by providing more insight into academic success in Web-based accounting classes according to student learning style preferences. Results will also offer professors insights into helping students attain their learning goals through appropriate course design. Finally, students will be able to assess their personal academic success capability in the online learning Read More…


The Story of Three CPA Clients

Author: Mitchell Franklin, Le Moyne College and Kenneth Ernst, Le Moyne College Case studies are a method of teaching that most heavily focus on graduate education. As effective as case studies can be as a teaching tool, many undergraduate faculty members avoid their use due to the cost and time commitment involved to administer. Additionally, most case studies available are written at a level that is beyond the expected skill sets of undergraduate students. This paper provides an example of a teaching note that can apply real life cases to students at the undergraduate level, and explain how the Read More…


Grab Student Attention with Headlines for Financial Reporting Fraud

Author: Douglas K. Barney, Indiana University SE Business and accounting students love to hear stories of business activities that make the headlines. To grab students’ attention, get them interested in accounting, and help them understand financial reporting, discuss the following fraudulent financial reporting cases in class; and if you really want to enliven the presentations, use some props, talk about how the fraudsters were caught, and provide results of criminal outcomes. Paraphrase the following narrative and you are well on your way to exciting classroom presentations about financial reporting fraud. If you more interactive learning in your classroom, assign Read More…