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…

Winter 2018 AIR Newsletter

The following articles are featured in the Winter 2018 issue of Accounting Instructor’s Report. Enjoy!



Making the Case for Creating Course Diagrams


Kay E. Zekany, Ph.D., CMA, College of Business Administration, McNeese State University (Corresponding Author)
Mercy Palamuleni, Ph.D., College of Business Administration, McNeese State University


We have all heard the idiom, “A picture is worth a thousand words.”  And we frequently use a graphic in our research to illustrate the hypothesized relationships between the concepts we are studying.  But do we also use a picture or graphic to illustrate the flow of concepts in our courses?  We should.  This paper has several objectives: to explain what a course diagram is and why you should create one for each of Read More…

Big Data: Small Steps with Excel


Ting Jie (TJ) Wang, Ph.D, Associate Professor of Accounting, College of Busines, Governors State University Big data have attracted a lot of attention from both accounting profession and academics in the past several years. For instance, KPMG is partnering with Ohio State University and Villanova University in developing a master accounting degree program in data analytics (Lynch, 2017). Deloitte is in alliance with Intermountain Healthcare around big data and data analytics (McCann, 2013). Accounting literature shows that big data gain an important role in accounting since it has impacts on how data for financial and managerial accounting are measured and Read More…

A Proposal for Building Critical Thinking Skills for the New CPA Exam


Michael S. Wilson, PhD, CPA, CGMA, Associate Professor, Metropolitan State University The American Institute of Certified Public Accountants (AICPA) launched a new version of the Uniform CPA Exam on April 1, 2017.  Professional content knowledge will remain fundamental to protecting the public interest, but newly licensed CPA’s must also possess higher order cognitive skills (critical thinking, problem solving and analytical ability), professional skepticism, an understanding of ethical responsibilities, an understanding of the business environment, and effective communication skills, according to Tysiac 2016. Tysiac 2016, provides an example of changes to the exam by describing a document review simulation.  A Read More…

Required Knowledge and Skills of Business School Graduates: A New Concern


Suzanne N. Cory, Professor of Accounting, St. Mary’s University, San Antonio, Texas Skills that are essential for successful entry into the business world after college graduation have been discussed extensively in recent years. College administrators and faculty continuously strive to ensure their graduates have the skills and knowledge required in the business arena by updating and changing curricula. These update and changes are often the result of analyzing survey responses provided by employers of their graduates. Business school faculty then struggle to address concerns included in the survey responses about skills that are lacking in their graduates. As a Read More…