Curriculum and Programs

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…


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…


Supplemental Instruction (SI): An Academic Support Program

Supplemental Instruction (SI) is an academic support program that targets challenging courses through voluntary peer-led group sessions outside the classroom. Given the proven success of SI, it is important that instructors understand how to increase student participation in the program. This paper examines the results of Goldstein et al. (2014), which was the first study to analyze factors that lead to student participation in SI programs for introductory accounting courses. Our purpose in doing so is to provide accounting instructors practical strategies to increase SI participation. It also extends the work of Goldstein et al. (2014) by introducing Read More…


Advice for College Students and Faculty on the New CPA Exam

Beginning with the April 2017 testing window the CPA exam will undergo significant changes, predicted to make the exam more difficult and test higher levels of learning and application than the current CPA exam, but also provide a more accurate measure of whether CPA candidates are ready for a career in accounting. These changes will pose a challenge to students seeking to pass the exam, but provide accounting faculty and accounting programs an opportunity to adjust course delivery and learning objectives to effectively close gaps between education, the CPA These changes will pose a challenge to students seeking to Read More…


Accounting Instructors’ Reports: Winter 2017 Trends

Sometimes in teaching beginning accounting, we focus so much on the nuts and bolts of financial statements, recording transactions, and learning the accounting standards that we forget to put the topic in the context of students careers. Students in their twenties will likely spend 35 years or more in the workforce. If they are successful they will reach positions of substantial authority in industry or public accounting in 10 or 15 years. Their world will look very different than the one that most of we instructors faced when we were of similar age. In the recent years, I have Read More…


Instructional Design 101 Part 5: Why Use an Instructional Designer?

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 approach course development.

Instructional Design Supports Learning

Generally speaking, an instructional designer’s job is to help ensure that students walk away from a course with a specific set of knowledge and skills.
In terms of what the ID does in the course development process, this Read More…


How to Teach Critical Thinking Skills to College Students

There are entire courses on critical thinking, helping college students learn to go beyond common sense and deeply consider the implications of an idea through the application of logic and reason. But teaching critical thinking skills can be important to any class, and asking students to apply those skills can help them gain a deeper understanding of the course material. In addition to the excellent textbooks that flesh out the application of logic and statistics to teaching critical thinking, here are some concrete examples of critical thinking exercises you can use in your courses.

Why teaching critical thinking is

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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…


5 Guidelines for Your Students’ Online Presentations

College students are increasingly part of a digital world, and moving some of the traditional course requirements into an online environment can be a benefit to your class. One of the options for a digital adaptation of a traditional project is the online presentation. Additional guidelines are necessary when considering how to take a traditional presentation from the in-person to the digital sphere. To add this type of project to your teaching strategies, consider the following tips.

Challenges to online presentations

According to Ryan Watkins and Michael Corry in E-Learning Companion: A Student’s Guide to Online Success, fourth edition, Read More…