Engagement and Motivation

Innovators Speak: Reflecting on Mathematics Redesign

Jeff Hughes, an author and educator at Hinds Community College in Tennessee, has been involved with course redesign in Mathematics since it was first implemented on his campus. Now, he shares his thoughts in the third of our Innovators Speak series. Please describe your experience with the corequisite model and/or Quantitative Reasoning. My community college began piloting a corequisite model in two sections of College Algebra and two sections of Quantitative Reasoning during the fall of 2016.  Since that time, we have expanded it and have sections offered on four of our six campuses.  I was involved at the very Read More…

Innovators Speak: Implementing Corequisites in Texas

For the second installation of our Innovators Speak series, we asked Dr. Rebecca Goosen about her experience implementing the corequisite model in Texas. She is a developmental educator and administrator at the forefront of course redesign, and took some time to share her thoughts Please describe your experience with the corequisite model.
I am the district administrator for developmental education at San Jacinto College. We had a Demonstration Grant from Texas Higher Education Coordinating Board and were asked to try integrating reading and writing as well as do some early testing of the corequisite models in Mathematics. We quickly Read More…

Spring 2018 AIR Newsletter

The following articles are featured in the Spring 2018 issue of Accounting Instructor’s Report. Enjoy!         TRENDS & TOPICS 
Do Learning Styles Matter in Introductory Accounting
Belverd E. Needles, Jr., Ph.D., CPA Financial Statement Analysis as a Capstone Event in Introductory Accounting Courses:
Four Years of Success
Michael J. Krause MS, CPA (NY & IN)
Professor Emeritus
Le Moyne College Accounting Labs as Scaffolding: Effect on Student Learning and Performance in
Introductory Accounting Courses
Devon Baranek
Nandini Chandar
Margaret O’Reilly-Allen
Rider University Intersections of Service Learning in an Introductory Accounting Project
Glenn Skrubbeltrang
Staci Kenno
Brock University Using An Read More…

Using an Interactive Team-Based Activity to “Escape” Traditional Teaching Methods in an Introductory Financial Accounting Course


Chris McCullick, CPA, & Ashley Minnich, CPA, William Jewell College This paper will document the process of designing, constructing, and implementing an accounting-themed escape room. This activity was designed to capitalize on the massive popularity of escape-themed games, while also incorporating knowledge in the field of accounting. Through this activity, students in an introductory-level accounting course were provided with the opportunity to engage with financial accounting information in an interactive, team-based environment. Embedded in the activity’s design were course learning objectives that were matched with objectives in each of American Institute of Certified Public Accountants (AICPA) Pre-Certification Core Competency Read More…

Intersections of Service Learning in an Introductory Accounting Project


Glenn Skrubbeltrang & Staci Kenno, Brock University

Experiential education, or more specifically in this case service learning, is becoming an important piece of post-secondary education.

We outline a Team Service Learning Project (See Appendix A) implemented in a first-year managerial accounting course at a Canadian institution and highlight how it relates to the academic, work and community aspects that are key to students’ learning experiences.

Read the Full Paper

Accounting Labs as Scaffolding: Effect on Student Learning & Performance in Introductory Accounting Courses


Devon Baranek, Nandini Chandar & Margaret O’Reilly-Allen, Rider University This paper analyzes the impact of creating a mandatory accounting lab intended to provide support and structure to freshmen accounting majors following a key departmental initiative to move the “Introduction to Accounting” course from the sophomore to the freshmen year. The goals of the accounting lab, facilitated by an outstanding upper-class accounting major are: (1) to increase understanding of classroom material through added explanations, reinforcement of key concepts, and additional practice and testing; (2) to help students transition from high school into college by providing added structure and support; (3) to Read More…

Financial Statement Analysis as a Capstone Event in Introductory Accounting Courses: Four Years of Success


Michael J. Krause MS, CPA (NY & IN) Professor Emeritus Le Moyne College Financial statement analysis in the 200 level Managerial Accounting course can be used as a final exam event. The event requires student oral presentations to peers and an accompanying written summary report for the instructor. Such a project designed to provide a capstone experience for the mandatory Business School six credit hour core sequence in Financial / Managerial Accounting. Also, the project makes better use of the scheduled 150 minutes’ final exam period. Students can compete for extra points awarded to the three best presentations as voted Read More…

Do Learning Styles Matter in Introductory Accounting?


Belverd E. Needles, Jr., Ph.D., CPA, CMA, School of Accountancy, DePaul University What is the impact of learning styles on academic performance, especially in an introductory accounting course? Are certain learning styles more dominant than others for certain disciplines? This question was asked in a fine research article by two academics from New Zealand.1 By using major assessment methods in an introductory accounting course, students ‘learning styles were assessed using Kolb’s Learning Style Inventory Version 3.1, the authors find some interesting results that can help us be better teacher in introductory accounting. The results summarized in this Trends indicate that students’ academic performance Read More…

5 Cengage Products Named Finalists for 2018 SIIA CODiE Awards

Recognition Reflects Student Focus, Quality Learning and Innovative Design Fueling a momentous year for Cengage, we’re pleased to announce that five products have been named finalists in the 2018 CODiE Awards! The CODiE Awards are the only peer-recognized program in the business and education technology industries recognizing innovation, vision and overall industry impact.

Meet the Finalists

Cengage CODiE Finalists Include:
    Best Coding and Computational Thinking Solution: MindTap for New Perspective on HTML5 & CSS3
    Best Emerging Instructional Technology Solution: MindTap Math Foundations
    Best Higher Ed Learning Content Solution: Bowman, Interconnections: Interpersonal Communication Foundations and Contexts, 1st Edition
    Best Social Sciences or Social Studies Instructional
Read More…

Cengage Explores Indexing in Digital Publishing

New digital-first production workflows at Cengage combined with new user experiences with Cengage products mean that some things need to be reconsidered. This includes the traditional back-of-the-book index. Should it be retained or adapted? To help answer questions like this one, Cengage hosted “Indexes for eBooks and Embedded Indexing,” an event co-sponsored by professional organizations, Bookbuilders of Boston and the American Society for Indexing. On April 5, approximately 22 publishing professionals gathered at the Cengage Boston office to hear three speakers and engage in lively discussion on the topic—resulting in a successful, informative event.

What’s the Return

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