Curriculum and Programs

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…


Tips for Teaching the New 8th Edition MLA Format

Once you’ve adjusted to the new MLA format changes in the 8th edition, how do you introduce those changes to your college students? It can be hard enough to guide your students through their research papers without having to worry about re-teaching MLA citations. For students who haven’t previously used the MLA format, however, teaching this new style should actually prove easier than the old guidelines: there’s a greater consistency that should be helpful. Convincing more familiar students of the need to change may be a greater challenge, but luckily, the MLA Style Center has released a number of Read More…


How to Prepare College Students for Midterm Exams

The goal of any educator is to impart new knowledge to students and have them retain that information. For college students about to take midterm exams, that is especially important. Try these simple teaching strategies to help prepare your students for success.

Types of tests

When it comes to midterm exams or any test, there are two basic styles to choose from for your college students. Which you select will depend on the course you are teaching and the goals you have for your class. The first option is an objective test, including true/false, multiple-choice, fill-in-the- blank, and matching questions. With an Read More…


AIR Summer 2016 Needles Trends

“Today, most first-year accounting teachers rely on the electronic test banks provided by publishers rather than making up their own examinations. How do we know how good these questions are? Most of us do not ask. But it is an important question. My recommendation is to apply the criteria below to a sample of questions from the publishers test bank. 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.” Author: Belverd E. Needles, Jr., Ph.D., CPA, DePaul University

»Read “Guidelines for Writing Multiple-Choice Items

Read More…