Curriculum and Programs

Using Web 2.0 Resources for Research Papers

Blogs. Wikis. Social networks. Often populated with user-generated content, these Web 2.0 tools can provide a wealth of useful and entertaining information, and we consult them on a regular basis. But should students consider them reliable sources of information for formal research papers? Of course, in some respects, it depends on the nature of the project. However, given the right circumstances, these could potentially be helpful means of discovering worthwhile material. In The Wadsworth Guide to Research, Second Edition, Susan Miller-Cochran and Rochelle Rodrigo offer guidance for how students might potentially use these resources ethically and effectively.

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How Psychology Has Developed as a Science

John Cacioppo, author of Discovering Psychology: The Science of the Mind, First Edition, discusses his research on how psychology has developed as a science over the years. He talks about the shift from antagonism between the social and biological approaches to accepting that diverse perspectives give us a more complete understanding of how the mind works. Listen to hear how psychology has emerged as one of the seven hub sciences, and how scientific research has changed this century.

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Teaching Online: Keys to Success

Guest Contributor Ken Baldauf, Florida State University. MOOCs, MOOCs, MOOCs! Everyone’s talking about MOOCs! Are massively open online courses really going to take over higher education? While MOOCs aren’t yet a serious threat to a traditional college degree, they have opened educators’ and administrators’ eyes to the advantages of online education. Class enrollment is no longer limited by classroom space, and university enrollment need not be limited to residential students. As institutions work to define the scope of their student population, many are exploring various forms of online education. Here at Florida State University, we have been offering online courses and online Read More…


Tin Can Opens the SCORM Silo

Guest Contributor: June Parsons. Love it or hate it, learning management systems (LMSs) have become a key technology in today’s digital educational environment. Instructors use their LMS for tracking student progress and for grading. Students use the LMS to access course schedules, submit assignments, check their grades, and contact their instructors. As a textbook author, LMSs seemed a logical platform for content delivery. Digital interactive textbooks, such as New Perspectives on Computer Concepts and Practical Computer Literacy, should be easy to deliver from any LMS. The possibilities all make sense; students would be able to log Read More…


To Flip or Not to Flip: That is the Question

Guest Contributor: Beverly Amer, Northern Arizona University. For as long as there have been students, there have been teachers trying to engage them in learning. The Socratic Method has stood the test of time, as have many others that have followed. One of the latest such methods to hit the halls of higher education is called the “flipped” classroom. In a flipped classroom model, the responsibility for information-gathering – traditionally controlled and delivered by the instructor in front of the class – moves to the student outside the confines of the classroom lecture hall. No more does the instructor Read More…


Teaching After-Tax Cost-Volume-Profit Analysis

Cost-volume-profit (CVP) analysis is generally defined as a planning tool by which managers can evaluate the effect of a change(s) in price, volume, variable cost, or fixed costs on profit. Additionally, CVP analysis is the basis for understanding contribution margin pricing, related short-run decisions, target costing, and transfer pricing. As one of managerial accounting’s most basic analytical tools, CVP analysis is covered in all introductory managerial accounting texts.
 
Traditionally, equations are used to teach CVP analysis and to solve CVP problems. Because the equations method requires a before-tax set of equations and an after-tax set of equations, CVP analysis is frequently classified as before-tax and after-tax. While the before-tax equations are relatively straightforward, the after-tax equations are relatively complex and difficult for introductory managerial accounting students to understand and use. As a result, introductory managerial accounting textbooks either omit after-tax income CVP analysis or treat it separately, usually in an appendix, such that it can be easily omitted. Yet, income after taxes is the measure of wealth created by operations which managers cannot ignore and should not be omitted from introductory managerial accounting when a better method of teaching the topic is available.
 
This paper discusses an alternative method that is used in introductory managerial accounting classes to teach CVP analysis and to solve CVP problems – the contribution margin income statement. As the paper demonstrates, including income after-taxes using the contribution margin income statement for CVP analysis is straightforward, logical and is accomplished without additional effort or confusion. The equations are unnecessary and do not add value. They are eliminated.
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The Penultimate Cash Flow Problem

This article contains a cash flow statement problem which, while innocuous at first glance, should challenge even the most experienced statement preparer. The point of the exercise is that one attribute students need to acquire in the accounting curriculum is the ability to solve daunting technical problems. Tasks such as the penultimate cash flow problem require the solver to have insight into the articulation of financial statements as well as extensive knowledge of accounting algorithms. The article serves as a challenge to the reader to create the “ultimate” cash flow problem. The “penultimate” cash flow statement presented in this article, and the ultimate cash flow problem yet to be created, are intended for use in intermediate accounting. Let the contest begin!
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Financial Markets: Curricular Struggles with Ethics and Regulation

Since the internet stock bubble burst in the NASDAQ in 2001, there has been a flurry of activity. Prosecutions for various financial transgressions, Congressional inquiries, academic studies and a general sense that ethical and regulatory failures contributed to significant damage are all features of the financial landscape since 2001. One of the critical features of this post bubble financial landscape has been the passage of the Sarbanes-Oxley Act. There are lessons to be gleaned from this experience for the teaching of business ethics in the business curriculum. The purpose of this paper is to examine those lessons as they apply to the curriculum in teaching accounting, economics and finance topics in the business curriculum.
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Strategies for Effectively Teaching Online Accounting Courses

Kung (2002) stated that distance learning courses can be an effective means to acquire knowledge outside of the classroom environment for many academic disciplines. Students who choose to take online courses might do so simply for career development. Time constraints, distance, and finances could also be other factors why students enroll in distance education. Since many students will often be non-traditional students working full time, taking traditional accounting courses might prove to be extremely difficult considering their schedules and increased responsibilities. Additional motivators could include the quality of the instruction and the material provided (The changing, 1993).
 
Sometimes students will choose distance education courses because of the technology perks instead of the need for education and may choose distance learning (and
particularly online accounting courses) for the wrong reason (Katz, 2002; Vamosi, Pierce & Slotkin, 2004). If students choose online accounting courses for technological convenience rather than a more appropriate course delivery for their individual learning style, student success might be compromised (Haugen & Becker, 2005; Hogan, 1997; The changing, 1993). It would help faculty members who teach online for the first time (or more) to understand major student issues from the perspective of online students. After teaching her first online course, the author (in addition to conducting several research projects on student success in distance learning) completed 5 online graduate accounting courses at two different universities in order to better understand what it can be like on the student side of a distance learning course. This paper summarizes those efforts.

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Statement of Cash Flows

The statement of cash flows is a required financial statement, just like the income statement and balance sheet. Its purpose is not to measure the quantity of the cash flow during any given accounting period; that could be obtained simply by comparing the total of all cash increasing activity with all cash decreasing activity during the accounting period. The statement of cash flows examines a qualitative feature, specifically the reliability, of cash flows during the accounting period.
 
This paper covers the classification of the statement of cash flows, as well as methods of compiling the statement of cash flows. It also provides an example of the methods used for Operating activities.
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