AIR Newsletter

Summer 2018 AIR Newsletter

The following articles are featured in the Summer 2018 issue of Accounting Instructor’s Report. Enjoy!         TRENDS & TOPICS  The Relationship between Accounting Students’ Personality, Professional Skepticism and Anticipatory Socialization Belverd E. Needles, Jr., Ph.D., CPA, CMA Editor, Accounting Instructors’ Report (AIR), DePaul University   Creating a Rubric with Specific Tasks: an Effective Strategy for Beginning Accounting Projects Michael J. Krause MS, CPA (NY & IN), Professor Emeritus, Le Moyne College   Balanced and Efficient Summative Peer Evaluation In Group Work in Accounting Education Tom Downen & Steven Leerberg, University of North Carolina Wilmington    A Common-Sense Approach to Teaching Cost Variances: No Cheat Sheets Required Margaret N. Read More…

Knocking Out Student Misunderstandings On Applying Manufacturing Overhead


James M Emig, PhD, CPA, Villanova University Robert P Derstine, PhD, CPA, West Chester University Thomas J Grant, Sr., M.B.A., CMA, Kutztown University Many schools schedule managerial accounting after students have completed the financial accounting course. For those students not exactly enamored with their experience in financial accounting, imagine their ‘delight’ in now being forced to take your managerial accounting course. It can be a struggle to get those students to do little more than ‘memorize’ and be satisfied with just surviving the course. Using our combined 125+ years of teaching experience, we have developed ‘tricks and techniques’ to make Read More…

A Common Sense Approach to Teaching Cost Variances: No Cheat Sheets Required


Margaret N. Boldt, Ph.D., CMA, College of Business, Southeastern Louisiana University This paper presents an alternative way of presenting cost variance calculations that helps students correctly solve typical cost variance problems and focus on the size of the variances rather than the labels of ‘favorable’ and ‘unfavorable’. This method uses three modifications to traditional methods of instruction to avoid some common pitfalls that may lead students to incorrectly perceive unfavorable variances as negative and needing attention while favorable variances are positive and do not need attention. The three suggested modifications to traditional instruction are easily implemented with any existing course Read More…

Balanced and Efficient Summative Peer Evaluation In Group Work in Accounting Education


Tom Downen Assistant Professor of Accounting & Steven Leerberg, Graduate Student (alumnus), Cameron School of Business, University of North Carolina Wilmington  As more university courses include group work, the need for student peer evaluation (SPE) grows ever stronger. In fact, students seem to have developed an expectation for group work and for a requirement or opportunity to evaluate their peers. A variety of SPE tools are used, often with different attributes (point scales, elements of evaluation, etc.) These different SPE tools often have varying application in different courses and for different collaborative tasks. This paper presents a brief summary of Read More…

Creating a Rubric with Specific Tasks: an Effective Strategy for Beginning Accounting Projects


Michael J. Krause MS, CPA, (NY & IN), Professor Emeritus, Le Moyne College To accomplish a project’s desired learning outcomes, a well-designed rubric becomes the principal task organizer and the key student motivator. During project development or during a prototype test, the rubric could contain broad generally described tasks. However, once an author/instructor has obtained experience with a learning event, the rubric can best function with exact performance tasks especially when assignments target undergraduate beginning accounting students. With more advanced academic study and relevant work (intern) experience, undergraduate beginning accounting students are better able to benefit from the alternative of 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…