Most students in introductory accounting have not had a course like accounting before. They need some direction or many will flounder. To encourage and give direction to students the at the beginning of his course in introductory accounting, Belverd E. Needles gives his “Ten Steps to ‘A’-ing Accounting.” He goes over these points on the first day of class and refers back to them during the course. He has used this approach for several years and has found that it leads to a higher success rate. Please feel free to use it in your class and let him know how it works.
With colleges and universities offering more courses online, professors may have to teach courses online for the first time. This paper serves to address the expectations of teaching a course online for the first time, and offers recommendations for new starters of online courses.
The research was based on the introductory accounting courses I taught in summer semester 2014. A survey was given to the students to address their course expectations and results. I also examined the grade distribution and withdrawal rates between the two different course delivery methods (online and on-campus).
Student participation and satisfaction in the classroom pose a challenge for accounting instructors. Some students often appear uninterested, unprepared, or confused during class, if they attend at all. Instructors must find unique ways to engage students to become active participants during class time to enhance the learning process and increase the comprehension and appreciation of accounting. Many have successfully utilized Audience Response Systems (ARS), also known as clickers. Others have effectively implemented group projects or team activities. This paper examines the combination of using clickers and teamwork in accounting courses over an entire semester.
The goal of this assignment is to require introductory accounting students to do basic financial literacy research in order to develop real world awareness of the importance of setting goals,
spending habits and budgeting. This is a real-world personal budgeting assignment that students indicate they enjoy doing and find particularly insightful. Students are given an average salary for starting accountants as well as a listing of potential deductions and expenses (without amounts) that may or may not apply to them. They need to do their own research as to amounts
and which may or may not apply given their various potential living arrangements and cities chosen. Building wealth with a 401k has been emphasized also at the start of this assignment using examples, and some minimum contribution is expected in their realistic budgets.
An Excel worksheet is required with attached pages showing the source for each expense. Students are also required to evaluate what they have learned. Introductory students have expressed amazement at their result and several find it eye-opening when their bottom line is negative! It is also quite easy to grade. This assignment can be used in upper level courses but it is particularly insightful for the introductory course to build financial awareness in students.
There has been a push for innovation and enhanced learning in accounting education over the past several decades. Professional bodies such as the American Institute of Certified Public Accountants (AICPA) and the American Accounting Association (AAA) have emphasized the need for changes in accounting educational delivery to prepare the next generation of practicing accountants for the complexities of global business in the 21st century.
The Gift Card Project was developed by authors Glover and Hwang (2013) as a way to further engage students in accounting education while simultaneously equipping them with the various competencies necessary for successful careers as professional accountants. The Gift Card Project is presented as a new tool to assist accounting educators in reinforcing learning objectives and foundational concepts typically included in the first introductory accounting course.