A Visualization of Teaching the Indirect Method for Computing Cash from Operations

The Statement of Cash Flows (SCF) complements the Statement of Financial Position and the Statement of Comprehensive Income by explaining where the cash came from (cash receipts) and how the cash was spent (cash payments) (Harrison Jr. et al. 2011; Powers and Needles Jr. 2010). International Accounting Standard (IAS) 7 requires companies to classify cash flows during the accounting period according to operating, investing and financing activities (International Accounting Standards Board 2010). IAS 7 also requires companies to report net cash flows from operating activities using either the direct method or the indirect method (International Accounting Standards Board 2010). Read More…

Accounting Instructors’ Report, Fall 2006: Table of Contents

What Motivates Our Students?: Part II

Belverd E. Needles, Jr., Ph.D., CPA   ARTICLES
Creating Interactive Quizzes in Excel

J.A. (Jim) Connell, University of Montevallo
Elizabeth Mulig, USF St. Petersburg The Puzzle Game: A Novel Approach to Teaching Accounting
Sanjay Gupta, Langdale College of Business
Raymond J. Elson, Langdale College of Business
S. Andrew Ostapski, Langdale College of Business Course-Embedded Outcomes Assessments Using The Wall Street Journal: An Evaluation Rubric and Follow-up Survey
Michael J. Krause, Le Moyne College The Road Trip Inventory Assignment: An Out-of-Class Team Experience
Margaret P. Ruggieri, Providence Read More…

The Road Trip Inventory Assignment: An Out-of-Class Team Experience

Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others’ learning (Johnson, Johnson, and Smith, 1991b). The results of numerous studies have found that cooperation among students typically results in higher achievement and greater productivity; more caring, supportive, and committed relationships; and greater psychological health, social competence, and self–esteem. (Sutherland and Bonwell, 1996:72).

This paper presents a cooperative team project that takes the students out of the classroom and out on the road to experience a “live” business environment. The objective of the “Road Trip” assignment is to expose the students to a hands on application of the concepts discussed in class regarding inventory systems and internal controls, while working cooperatively with their peers on an interesting and fun project. The project addresses elements identified in the AICPA’s Core Competency Framework for Entry into the Accounting Profession.

This assignment is designed to be used in the first semester of Introductory Accounting, after completing the chapters related to inventory and internal controls.

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Creating Interactive Quizzes in Excel

Have you ever received a spreadsheet file that asked you questions and then magically told you whether your answers were correct? They can be more than e-mail pastimes. Once you understand how those spreadsheet files list questions and check your answers, you can create spreadsheet files that ask your students accounting questions. All it takes is an understanding of a few simple functions within the spreadsheet, and we’re about to reveal those secrets.

They’re a lot easier to create than most people think and it only takes one simple formula to produce a scoring system that makes your quiz interactive. This means that your answers will be included in the spreadsheet, but its easy to hide the answers and password protect the spreadsheet so your students have to work to find the correct answer.

To illustrate how it works, the authors created an interactive quiz based for a principles-level accounting class. Once you understand the function, you can adapt this to your own needs by changing the headings and questions. 
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What Motivates Our Students?: Part II

In this Trends article, Belverd E. Needles, Jr., Ph.D., CPA addresses some characteristics that will help us understand what motivates students today, how we can meet students on their own ground, and how we can improve the accounting learning process.

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Introducing Electronic Portfolios in Introductory Accounting

As students develop technology skills, electronic portfolios provide capabilities for storing and displaying audio, video, and electronic files and other résumé-type information that reflects academic and work accomplishments, personal experiences, and goals via electronic work samples and hyperlinks to other websites.

This article explores the ways that electronic portfolio assignments can be used in introductory accounting courses and the potential benefits of doing so.


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The Puzzle Game: A Novel Approach to Teaching Accounting

Previous research has found that the use of non-traditional teaching aids is beneficial in terms of students’ perceptions of learning, exam performance, and the learning process. The objective of this research is to determine if the use of non-traditional teaching aids, specifically crossword puzzles, in an introductory accounting course, increases student interest in the subject matter and, therefore, enhances learning. 

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Course-Embedded Outcomes Assessments Using The Wall Street Journal: An Evaluation Rubric and Follow-up Survey

In this post-Enron era and its aftermath, employers value accounting graduates who possess skills beyond necessary technical accounting proficiency. Even as the body of accounting knowledge grows, important skills such as critical thinking, writing, ethical awareness and potentially teamwork can be developed through a structured project that utilizes the insights into accounting practice generated regularly by independent knowledge repositories such as The Wall Street Journal. Once in place a Wall Street Journal or similar project provides the instructor an efficient means to witness, monitor and document student progress in developing skill-related learning outcomes. Additionally, the grading process provides the instructor an opportunity to learn about challenges facing accounting practitioners especially in this time of heightened ethical awareness and the resultant expansion of professional services.

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Teaching Using Online Resources: Accessing or Creating the Needed Online Resources

Teaching effectively now makes use of online resources. Surveys show that teaching and learning is more effective with resources to support it, with students preferring online resources. Students prefer the ability to manipulate information, the 24/7 availability of materials and the innovation possible as compared to paper equivalents. The digital nature of the material means, from the academic side, that online resources have added value over paper based equivalents. As soon as the material is online, the ability to layer materials so that students can choose how they access and learn becomes available. For instance, not only are the lecture slides available online, they are interlinked with another layer of source material so that students can learn more deeply. Or the materials are rearranged and then interfaced with the teaching to allow better access and use. Indeed, the material can even be used to self-test and allow reflection as well as learning.

This paper looks at the methods used at University of Sydney and assesses the ease as well as the problems created by each method. It will look at the promise among the perils. This paper will outline each method used and follow this by a review of the effectiveness and problems inherent in that method. The paper will conclude with an overview of the issues involved in “getting things online.”


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Trends: Motivation and Technology

In several prior Trends columns, Belverd E. Needles, Jr., Ph.D., CPA addressed the challenges presented by today’s students in introductory accounting. In this edition’s column, he focuses on a few of the “principles” that he believes are particularly appropriate for addressing the issue of motivating students to study and do well in accounting.

This article is from the Accounting Instructor’s Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.


Belverd E. Needles, Jr., Ph.D., CPA


Read Trends: Motivation and Technology.