TACTYC 2021 Session Descriptions

Session

Title

Presenter(s)

Description

 

 


 

Keynote

Keynote -

Teaching and Learning: Myths, Evidence, and Clear Paths Forward

C. Edward Watson

Teaching and Learning: Myths, Evidence, and Clear Paths Forward

There is a surprising amount of misinformation regarding how people learn in the higher education ecosphere; however, we are also experiencing something of a renaissance regarding what we know about effective teaching and human learning. Through an interactive game exploring the most popular conceptions and misconceptions about learning and cognition, those who attend this session will discover surprising truths about how students learn that are based on the findings of recent educational research. These truths provide concrete guidance for classroom practice as well as university wide initiatives and student support services. The Association of American Colleges and Universities’ LEAP Initiative is built upon this knowledge. This session will conclude by discussing the key elements of the LEAP Initiative, including high impact educational practices and signature work, and discuss companion initiatives that set current and future higher education pedagogical practices on a firm, empirical foundation.

1A

Seeing is Believing: Data Visualization and Analytics in Introductory Accounting

John J. Wild and Jonathan M. Wild

 We live in a visual world. The adage, a picture is worth a thousand words, was never more true than today. Consider the following:
• 90% of the information transmitted to the brain is visual (Source: MIT).
• Human brains process visuals 60,000 times faster than they do text (Source: University of Minnesota).
• High quality infographics are 30x more likely to be read than plain text (Source: Kissmetrics).
Data visualization plays to our strengths. The key for us is to effectively utilize data visualization as part of our teaching of accounting.

This session will focus on data visualization as the key facet of effective data analytics. Data visualization is especially important with accounting data, which is used by all types of individuals with varying backgrounds. The vast majority of most introductory accounting courses consists of non-accounting students. Data visualization is one key to motivate and engage those non-accounting students in introductory accounting. Visualization reveals the power of accounting and its relevance in today’s business world as a key component in making business decisions.

1B

How we Adapted VITA During COVID and Lessons Learned

Robyn Barrett and Amy Monson

 With the COVID pandemic, our lives have changed and so has our teaching. In this session, we will explain how we adapted our VITA program to the “new” normal and discuss the lessons we learned throughout the semester. For years, we have known that our students need to be better prepared for their careers in the workforce and that we need an increased emphasis on the teaching of ethics in accounting and business programs. We have modified our VITA approach while maintaining our goal of creating a service-learning environment and the development of students who are civic-minded and socially responsible. In addition, this approach enhances the perception of the study of accounting and career opportunities in accounting. We will address how we have successfully increased community engagement through our VITA Program. Furthermore, we will discuss the curriculum design of our VITA Program Internship in which our students have the opportunity to earn 3 credit hours.

1C

Active Learning Strategies to Engage Students in Introductory Accounting Courses both Virtually and In-Person

Lynn Clark

 What is our biggest challenge as instructors? Creating lessons that actively engage students. The current environment

Being an active engaged learner is the single biggest indicator of student success. Students learn more when they are actively involved in learning and can apply what was just taught through collaboration with others, problem solving or mastery of challenging content through application. They develop valuable skills that prepare them to deal with all kinds of situations and problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks such as analysis, synthesis, and evaluation.

By incorporating active learning strategies, the instructor facilitates independent, critical, and creative thinking by having students analyze, synthesize, and apply material. For introductory accounting courses, some examples include case studies, small-group critical analysis exercises and problem solving. Small groups of students work together by applying concepts just taught as the instructor facilitates, monitors group progress and offers coaching and encouragement.

That’s where active learning strategies come into play. You can use them to empower, engage, and energize a classroom by putting students at the center of the learning process. Active learning activities can be incorporated into every component of your course.

In this session, we will explore many examples of active learning strategies. Lynn will demonstrate the exercises she uses in the classroom and how she has adapted many of them for use in online courses. She will provide examples of the lessons, handouts, exercises and assessments; everything you need to get started!

1D

Keynote Follow-up

Teaching Naked Techniques: A Practical Workshop to Designing Better Classes

C. Edward Watson

 In recent years, there has been an acceleration in the number of research findings regarding human learning and cognition, but these findings often are not easily translated into classroom practice. Evoking the plethora of research-based best practices detailed in Teaching Naked Techniques: A Practical Guide to Designing Better Classes (Jossey-Bass, 2017), this session will provide new insights into how we learn as well as practical advice regarding how this information can be applied in the college classroom. New twists on well-established course design models will be provided. From this foundation, participants will explore a range of instructional strategies that will result in greater student achievement of articulated learning outcomes. Many of the strategies explored in this workshop ultimately support best practice in flipped classrooms; however, cognitive wrappers, feedback strategies, 25-word summaries, IF-AT activities, inventive recall approaches, emerging learning technologies, and true integrative learning are among the topics that will be additionally explored. Participants can expect to leave this workshop with strategies they can use in their classes the following day.

1E

Reach Them to Teach Them:  Storytelling in the Accounting Classroom



Karen Farmer and Amy Fredin

What if: We could tie accounting topics to a good story and reel our students into recognizing that the tools of the accounting trade are important, meaningful, and interesting?

What if: We could get students sitting on the edge of their seats wondering what happened to Mabel and Xian’s business?

We believe we can – and you can too.

Research shows that storytelling is a legitimate teaching and learning method. Neuroscience is discovering that the brain is wired to organize, retain, and access information through stories. Why? For example, storytelling raises listeners’ cortisol levels and involves emotions. Stories bring a sense of community and belonging to the classroom by providing a shared experience. And stories engage students in the content on a deeper and richer level through emotional and personal connections.

A properly told story (that is relevant to the topic at hand) can prime students for learning. Once we have students’ attention and explicitly connect the story to the accounting topic of the day, students are more ready to learn the additional detail and bigger picture considerations that the given topic requires.

And, because students are likely to have made an emotional connection to the story, they’re more likely to remember not just the story but the accounting content in the story for the long-term. According to a research study:
• If we don’t understand content, we memorize verbatim.
• If we do understand, we can recall the gist, essentially turning content in to a story, where we remember it for the long term.
Therefore, making meaning from a set of data points, outcomes, or how-to’s has staying power.

We will demonstrate an example of how a good story, along with a good delivery, can work to reach your students where they are and teach them about accounting content at the same time. We will also explore additional story ideas with participants in the session so all can walk away with at least one new story (and many additional storytelling tips!) to try with their students.

1F

Teaching Insights from Cook Prize Winners

Karen Osterheld
with Panelist Carol Hughes, Jill Mitchell and Connie Belden

 We are planning a panel of former Cook Prize winners from two-year institutions. The purpose of the panel is to provide insights from the Cook Prize winners regarding their teaching excellence. One of the areas of emphasis will be how they are engaging students in the online environment.

1S






Sponsored Session (Pearson) - Incorporating Data Analytics into your Introductory Accounting Courses - Dashboard Projects



And



Sponsored Session (Hubro Education) - Three Accounting Topics Your Students will Master with Business Simulations



Wendy Tietz and Tracie Miller-Nobles









Emil Johan Oliver

 Incorporating data analytics into your introductory accounting courses is becoming more and more important.  Employers are telling us that new hires lack the skills needed to be successful, the CPA exam is evolving and will include this content as well – so the time to act is now.  Feeling pressure to incorporate this content into your course but don’t know how to fit it all in?  Come join Wendy Tietz, PhD, CPA SMA, a professor for the Department of Accounting in the College of Business Administration at Kent State University.  Dr. Tietz will provide an overview of a few turn-key projects to include in your course to give your students exposure to this crucial data analytics content. 




Many students struggle with accounting. They find it abstract, inapplicable, and even dull. 

But it doesn't have to be any of the above. In this presentation, we show how you can make accounting topics relatable and crystal clear to your students with the Hubro Business simulation. We'll showcase how different educators have used the simulation to give their students a practical approach to financial statements, budgeting, key figures analysis and many other accounting topics.

All participants also get a free trial to the software.

If you can't make it, feel free to book an appointment with us later: Click here to book.

2A

All New Introductory Accounting Data Analytics Projects in Excel, Google Sheets, Power BI, and Tableau

Tracie Miller-Nobles, Wendy Tietz, Jennifer Cainas

 Because of rapidly evolving business environments that demand new hires be fluent in data analytics and technology, these skills need to be interwoven into the accounting curriculum. In this session, we will be introducing all new data analytics projects that have been created for introductory financial and managerial accounting classes. These projects can be completed in Excel, Power BI, and/or Tableau – you whether you want to assign the project using Excel, Power BI, or Tableau – or all three. The resources included with these free projects are step-by-step tutorial videos, assessment questions, student guides, teaching notes, and more. These brand-new, class-tested projects are plug and play – they are ready to be used in your introductory accounting classes.

2B

A Modern Day FLIP Classroom - Focused Learning to Inspire Participation

Athena Mailoux and Maurizio Di Maio

 The design of Flip classroom is not new, yet some have yet to whirl its linkages to Gradual Release of Responsibility (GRR) and Universal Design for Learning (UDL). Post the Mailloux 2019 research study, she developed a modernized FLIP (Focused Learning for Inspired Participation) which now takes into consideration stakeholders to learning’s ownership and responsibility and its linkage during the Student’s Learning Journey (SLJ). Each stakeholder (School, Professor, and Student) has responsibilities they need to action for the student to have maximum opportunity for success.

Often Introductory Financial Accounting is offered in semester one of the first year of higher learning. The learning journey students go through involves more than just the subject matter of accounting. It also introduces them to business and employment related acumens. Delivery of course material using the best practices of the modern day “FLIP” classroom model (Focused Learning to Inspire Participation) involves professors supporting students along their learning journey, to one-day “soar like rockets” in their future career endeavours, regardless of the students’ eventual chosen field of occupation. The use of the FLIP model instills three major career acumens in students, that of ownership, responsibility, and time management.

This presentation is a result of the implementation of recommendation from the 2019. Mailloux and DiMaio 2021 implementation report resulted in the development of several best practices that easily transfer between introductory subjects and schools. Recommendations touch on how the use of the Subject Matter Expert (SME) role aids in the balance between meeting regulatory requirements while not impeding facilitators ‘in-class’ academic freedom. Additionally, pandemic examples for how to best pivot between in-class and virtual (synchronous and a-synchronous) and/or even a middle ground at hybrid is implemented quickly with the modernized FLIP model.

In the Mailloux 2020 study students who completed pre-work online interactive tutorials and completed practice sets in paper workbooks during in–class sessions, earned approximately 15% higher grades than students who did not. Additionally, the course assessment structure had been changed to include two term tests instead of one midterm test. The current study includes approximately four times the participant size than the previous Mailloux 2020 study. With these implemented changes, students achieved an average of between 17 to 38% higher grades by fully completing the interactive pre-work tutorials compared to those who insignificantly completed.

2C

Student Engagement - Down the Rabbit Hole

Agatha Engel

 Exploring student engagement from multiple perspectives. This presentation is a summary of a two-year journey of a group of Virginia higher education professionals (teachers, librarians, educational techs). We have discussed the following topics as they relate to student engagement:

-group work/ group discussions
-tech tools
-assessment
-observations about course design before and after covid

As a group we got together after a call from SCHEV (State Council Higher Education Virginia) to form a faculty learning community (FLC).

2D

What Does CPA Evolution Mean to Accounting Education?

Jan Taylor Morris, Daniel Dustin, and Julia Woislaw

 From expanding markets to new processes and standards, technology continues to impact the knowledge and skills required by today’s CPAs. Through CPA Evolution, the AICPA and NASBA are changing the CPA licensure model and examination to meet the demands of a rapidly changing profession. What do these future changes mean to accounting education and what do two-year college educators need to know to support students on the path to CPA? Find out as the AICPA discusses the proposed licensure model, potential CPA Exam content, and resources and tools for educators.

2E

Changing the Way Students Perceive Financial Accounting

Wayne Thomas

 For those who teach financial accounting, you understand some of the unique challenges this course presents. These classes often are taught in large sections to mostly non-accounting majors. Many of these students are early in their college careers and may not be prepared for the challenges that an accounting course demands. What are some of the ways we can better engage these students? How can we help them to see the importance of financial accounting to real-world decision makers? How do we prevent these students from seeing accounting as just another math class, but instead show them that accounting is a fascinating social science that has economic importance. In this session, we’ll cover several examples that instructors can use on the first day of class and throughout the semester to address these issues. Ideas will be presented for establishing a simple framework of financial accounting and how this framework can be used by students to organize their learning throughout the semester. We’ll also cover assignment material, data visualizations, dashboard activities, ethics and earnings management cases, etc. that can be used to reinforcing and enrich this framework.

2F

Online Escape Rooms

Leslie Van Wolvelear

 Let's add an element of play in your online course shells. Learn how to develop an escape room activity using Content, Quizzes, Conditional Release, and Grade tools in your learning management system. Escape rooms have students complete a series of tasks in order to gain passwords, retrieve clues, or gather other information needed to digitally escape the room.

2S


Sponsored Session (McGraw-Hill) - Preparing Your Students for their Future Career

 Kitty O'Donnell

 Today’s employers are seeking accounting graduates who have more than the traditional accounting experience. They want new hires who are familiar with data analytics tools and who are proficient in Excel. So how do you make sure your students are ready for the transition to the real world? Join Kitty O’Donnell, Digital Faculty Consultant with McGraw Hill, for a unique session that will introduce you to McGraw Hill’s latest suite of career ready tools and resources available within McGraw Hill Connect for Accounting.  These tools are designed to ensure your students gain the skills they need to be successful in their future accounting careers.

3A

I'm an Accountant, Not a Data Scientist!

Carolyn Christesen

 We know that students entering the workplace need data analytics and technology skills, yet we are trained accountants, not data scientists. The task of learning enough data analytics to teach our students can seem overwhelming with all our other obligations!

During a sabbatical over the past academic year, I had a chance to learn about some of the emerging technologies and the most important programs used in accounting analytics. Many of the programs turned out to be more accessible than I had anticipated.

In this session, I will demonstrate these technologies and share the resources I found most helpful in learning about them. Topics will include:
• Analytics – from a variety of sources
• Excel – from basic to advanced skills
• Tableau – used for data visualization
• Alteryx – used to extract, transform, and load data (ETL)
• UiPath – used for Robotic Processing Automation (RPA)
• Count Things – used to count inventory
• Blockchain – a demonstration

3B

Student Engagement in F2F and Online Classes

Susan Eason, John Mayes and Kristy McAuliffe

 Engaged classrooms contribute to student satisfaction, persistence, retention, and goal attainment. Student engagement is also linked to instructor engagement, satisfaction, pedagogical success, and professional persistence. Actively engaging students in a virtual classroom setting is especially important.

In this session active learning instructional strategies and tools for promoting student engagement will be explained and demonstrated. Addressing the behavioral, emotional, and cognitive dimensions of engagement in F2F and online classes will be the focus along with tips for overcoming social, administrative, and motivational obstacles to student involvement.

Getting students’ attention and focus at the beginning of class is important. We will show you how to incorporate engaging and interactive activities as we address Bloom’s Taxonomy in our planning for implementation of an engaging, multifaceted classroom.

Students actively involved with other students, faculty, and course curriculum can determine student success and faculty satisfaction in higher education accounting courses. This session will focus on best practices that can be implemented in any class regardless of textbook or learning system used.

3C

Using UX Design Thinking to Enhance Your Students' Learning Experience

Jill Mitchell and Paul Kimmel

"UX Design is an empathically-driven practice crafted to solve human and business problems and remove obstacles and friction from a user’s desired goals—hopefully delivering delight in the process." - Jason Ogle, Founder and host of the User Defenders podcast. Paul Kimmel and Jill Mitchell will describe what UX (user experience) design is and discuss UX design principles. UX design involves focusing on the needs of the user, that is your students. Accounting is challenging enough! Learners should not be overloaded cognitively just accessing assignments in a course. Paul and Jill will share key design principles they have used to enhance the user experience in their own courses. Come and learn how to think like a UX designer!

3D

Accounting Sudoku:  Making Introductory Accounting More Logic than Math

Thomas Brinkman

 Do low math skills or math anxiety contribute to a lack of accounting success? Making accounting more logical and more personal could reduce the influence these factors have on overall student achievement. Financial Accounting is known for having one of the highest DFW rates which can play a role in student retention from 1st to 2nd year; a significant factor for any two-year college’s total enrollment.

Capturing a student’s interest in the first few days and weeks of the course is crucial. I will discuss ways to make the content more relatable and demonstrate how to show students that for-profit corporate accounting mimics the way you track a person’s net worth progress. You will learn techniques to simplify the connections between the income statement, retained earnings and the balance sheet. A simple Sudoku-type puzzle approach can be used to teach the logic behind accounting and help students retain what they learn. We will also discuss ways to inject an entrepreneurial perspective into accounting that could improve a student’s desire to retain course content because they understand it to be more closely connected to their own personal success: “Did your organization have a good year?”

In my experience, there is a correlation between a strong math foundation, course completion rates and final semester grades in an introductory accounting course. The fundamental accounting equation for the Balance Sheet is ASSETS = LIABILITIES + EQUITY. At its core, this is simply an algebraic equation (A=B+C) where given any two of the three variables you can solve for the third. I will show you a simple technique I use at the beginning of the course to generate baseline data of the students' understanding of Algebra, identify potential challenges and proactively address obstacles that may be experienced related to the perception that accounting is all about math.

3E

EY Academic Resource Center Ethics Mindset Curriculum

Catherine Banks, David Wood and Greg Burton

 In today’s digital age, there are new vulnerabilities to navigate regarding ethics. Additionally, ethics in the profession have never been more important. The EYARC ethics mindset curriculum is designed to provide students with an understanding of these new ethics realities and vulnerabilities and to introduce them to the ethics mindset and its importance as they begin their professional journey while in the college setting. The curriculum materials are designed to be flexible to incorporate into any course and include a user guide, lecture notes, a presentation, a framework, videos, exercises and case studies.

3S

Sponsored Session (Lyryx) – Your Students are Still “Accounting” on You. 

 Tamsyn Murnaghan and Sonya Bennett-Brandt

 Maybe now more than ever, your students are ACCOUNTING on you to keep them engaged and deliver teaching and learning experiences that are comparable, if not somehow superior, to those previously offered. Whether it is in-person, online, or blended learning, all parties are seeking certainty in what continues to be an uncertain time. 

That said, the need for quality content and assessment, access, affordability, support and academic integrity supersede any uncertainty in higher education. Over the past 20 years, Lyryx has focused our attention on these immovable values; partnering with instructors in the delivery of their accounting courses and freeing up time to elevate student engagement, support and ultimately, success.  

Further, Lyryx Learning is an OpenStax Ally. We join OpenStax in the mission to improve access to affordable educational materials by providing additional resources for OpenStax books. OpenStax is committed to providing free, peer-reviewed, textbook content and offering multiple options for faculty who need additional resources for their course. 

Join us to learn how you can leverage Lyryx with Open Texts and OpenStax open textbooks for student success in accounting courses.

4A

Using Mozilla Hubs to Create a Classroom in Virtual Reality

Mfon Akpan

 Mozilla Hubs is a private virtual classroom space that is easy to share with students. There are no virtual reality headsets required. Participants will learn:
• The basic functionality of Mozilla Hubs.
• How to create a free Mozilla Hubs account.
• How to upload documents (PDFs and Images) to Mozilla Hubs.
• Essential classroom facilitation in Mozilla Hubs.
• Mozilla Hubs use cases.

4B

Teaching in a Pandemic:  How to Drive Engagement and Connection in Times of Uncertainty

Mark Edmonds, Chris Edmonds and Jennifer Edmonds

 The coronavirus pandemic fundamentally changed the world, requiring all professions to come up with innovative ways of conducting business. Higher Education was no exception. Professors suddenly found themselves in an unfamiliar teaching environment. Countless professors were teaching online for the first time with little to no time to prepare. While those teaching face-to-face were adapting to changes in class size, spacing and lecture delivery just to name a few. Adjusting to these conditions left many feeling anxious about their ability to deliver quality course content.

Our presentation will discuss strategies to effectively disseminate knowledge and engage students. The pandemic pushed all of us outside our comfort zone. Yet, we are learning to be flexible, adapt to new technologies and share our successes. One key to teaching in uncertain times is versatile resources. For instance, a video library can be used as lectures for online courses or as pre-class assignments for face-to-face. Discussion apps can be used to engage online students or as a way to execute group work in hybrid courses. Polling tools can help pinpoint where students may be struggling. Since all of these resources are effective in multiple delivery modes, you can rest assured that your teaching plan for summer or fall semesters will be implemented.

Not only will we share details on how to incorporate these resources into your course, but we will also present data on our results. Imagine the participation rate in your discussion staying above 95% for the entire semester. Imagine a class so engaging that students post over 14,000 comments in a semester! What if your DWF rate could decline by 20%? What if 85% of students watched your entire lecture video? If you are interested in seeing how these resources can improve performance and confidence, please join us.

4C

Teaching Learning Science to Accounting Students

Brenda Mattison

 As accounting instructors, our students need us to teach more than accounting.  They are arriving in our classrooms without the learning skills they need to be successful.  We can help them without sacrificing time we need to spend on content. This presentation will give you practical and easy-to-implement ideas for developing your courses with learning science concepts in mind and how to teach your students how to apply these concepts to their studies.  These ideas can be implemented in campus, distance learning, and hybrid teaching environments.  Teaching learning science to our students will help them in all areas of their lives as they learn to become the life-long learners they need to be.

4D

Reducing the Racial/Ethnic Equity Gaps in Accounting Education

Tim Madeley

 Based on the 2019 Trends Report by the AICPA, there are significant racial/ethnic equity gaps among the population of U.S. CPAs. White and Asian CPAs account for 94% of the profession with all other races/ethnicities accounting for the remaining 6%. I contend that this equity gap starts in the first course most Accounting students take – Introduction to Financial Accounting. I will share data that supports this contention drawn from over 34,000 students over a five-year period at two-year colleges in Washington State.
While little or no research has addressed this specific issue, there are studies that have addressed the sources of a similar gap in STEM fields. The relevant factors addressed in these studies include subjects such as math readiness and meta-stereotype threats.
This presentation will cover the nature and extent of the problem and explore potential mitigation strategies such as the use of embedded tutors and math prerequisites.

4E

Industry Session - Otter Box

How to “Account” for the COVID Pandemic: The Challenges of Working Through COVID From an Accounting Perspective With a Focus on Cost Accounting


Gerald Chen (CFO), Autumn DeMers (Accounting Manager), and Maddie Hayes (Accounting Manager)

This session will cover the impacts the coronavirus pandemic has had on our business as well as on the finance and accounting functions within Otter Products. In addition, we will perform a deep dive into how cost accounting principles are leveraged not only to prepare our financial statements, but also to drive major business decisions within Otter Products. Questions and active dialogue will be encouraged throughout the session—please do not be afraid to interrupt us.

4S

Sponsored Session (AccountingPod) -  An Accounting Instructors Talk: Use AccountingPod to Innovate my QuickBooks and Accounting Course

Candace Boesiger, Tillie Parmar, and Judith Cambridge

 Hear from US and Canada accounting instructors on how they are utilizing AccountingPod’s technology to teach QuickBooks online in their courses with ease while achieving effective learning for their students.

 AccountingPod is a new breed of edutech company.

AccountingPod brings to the classroom tools, simulations and platform to enable great teaching and hands on learning experience on leading digital business platforms like QuickBooks, Excel and PowerBI and more.

Learners are able to get instant/personalised feedback as they work through tasks on QuickBooks and PowerBI for example, this is called ‘stay on track’!   

AccountingPod is passionate about enabling Teachers to easily deliver a hands-on cloud accounting experience for their students on the real tools of business today like QuickBooks! Time saving features include; teacher orientation training, realistic data sets, instant auto-grading of QuickBooks, task level feedback and guidance, algorithmic sets for assessment, cheat prevention and insightful reporting including compiled activity audit data for evidence and further analysis.

5A

Free Cases for Financial Accounting that use Free Real-world Tableau Prep Builder

Mark Friedman and Royce Burnett

 Join our session and learn how to integrate FREE big data case studies into any financial accounting course. We will explore Tableau Prep Builder as a tool that automates the Extraction, Transformation and Loading (ETL), of data into a file that can then be analyzed. Tableau Prep Builder works on both Mac and Windows operating machines. The software is free to both students and faculty and a two-week test version can be downloaded, https://www.tableau.com/products/prep/download, in minutes. This real-world software is used by international accounting firms and is a template of software to be used over the next decade. The data files being used in this seminar as well as the video mini tutorials can be downloaded and distributed to your students from the MarkFriedmanAccounting.com website.

But I Need A Trial Balance
It is recommended that this case be used in Financial Accounting after the accounting cycle has been covered. Students Extract an Excel file containing the General Journal for January. They then Transform the data; remove the blank rows, remove extra columns, sort, rearrange the columns and create a running balance. The students then Load the data for the general ledger and an unadjusted trial balance back to Excel and finish the reports in Excel.

They Changed Accounting Systems
This two-stream case is a continuation of the previous case. The first data set includes transactions from the General Journal for January. The second data set includes the General Journal for February through December which was created in an alternative accounting system. The second set is noticeably different from the first one. The fields in the second set must match the fields in the first set so they can be stacked. Transformations are required because: field names are different, fields are combined, account numbers must be converted to the original four-digit code, string fields must be converted to numeric fields and new fields must be created.

5B

What COVID-19 has taught us about education, our students and ourselves…The digital future is now

Cathy Scott and Markus Ahrens

 Education has been preparing for the “future” of digital education for years, but COVID-19 rapidly accelerated a pedagogical and technological transformation in higher education. The reimagination of the future became an immediate reality, and in many ways, we have emerged as better teachers. This interactive session will reflect on the lessons COVID-19 taught us about higher education, our students, and ourselves. We will discuss what worked and what we learned. We will also discuss how to address the digital divide. Additionally, we will share our 2021 Top Tech Tools list for your teaching and learning toolbox to enhance engagement and improve productivity.

5C

N/A


 

5D

Tax Update for 2021 and a Look at Pending Legislation

Steven Gill

Coverage of late 2020 and any significant 2021 updates to tax legislation and important administrative guidance.  A brief look at new tax legislation that may be under consideration.

5E

Industry Session - Robert Half

2021 Hiring and Compensation Trends for Finance and Accounting Professionals

Eric Olson (District President for Robert Half)

 The hiring landscape has been flipped on its head, drastically shifting from a candidate-driven market to one with greater unemployment. Still, companies are hiring. In this presentation from Robert Half, you’ll learn how companies are adapting their recruitment and retention strategies to the new normal — so you can plan your job-seeking strategies accordingly. Plus, what finance and accounting positions and skills are now needed most, and the most commonly offered benefits and perks among employers.

5F

Create an Equitable Accounting Learning Environment with Cool Tools

Monique Kelley and Regina L. Brown

 Want to know how to reach ALL of your students and connect with them? Come to our session for some cool tips to engage your students to increase inclusion. Break down the barriers and think outside of the box to create an environment students from diverse backgrounds feel safe to learn and to participate. This session will include a review of free ‘cool’ teaching tools that may be used to enhance your virtual classroom These resources may be used in any accounting course. We will share the following “Cool Tools”: Google Hangouts, Screen-O-Matic, Zoom Polling, Quizizz, Padlet, MS Teams, Google Sites, Explain Everything, Poll Everything, Wheel of Names.

Participants are encouraged to use cell phones or tablets alongside their computers to actively participate throughout the presentation. Attendees will have an opportunity to share best practices with colleagues using Padlet during/after the session. This digital bulletin board will be made available to those in attendance which may be shared with the participant’s respective campus colleagues. Remember “Today is a great day to . . . teach accounting!” #LearnTeachRepeat #LearnAccountingToday

5S

Sponsored Session (Wiley) - Bridging the Critical Thinking Skills Gap with Data Analytics Across the Accounting Curriculum

 Ann Dzuranin

 Over the last few years, the Accounting education and career landscapes have been changing due to the growing need of data analytics skills. But data analytics isn’t only about how to use technology tools – students need to be able to organize, evaluate, and think critically about accounting data in order to learn how to make informed business decisions.

 

Join Dr. Ann Dzuranin, Dean's Distinguished Professor of Analytics in Accounting at Northern Illinois University, and Wiley Accounting to:

  • Learn how to connect data analytics skill development and critical thinking in your course.
  • Discover new data analytics assignment ideas to easily incorporate into your course.
  • Take a live look into data analytics and critical thinking resources in WileyPLUS.

 

Plus, when you join this session, you’ll be entered into Wiley’s session raffle to win one of three prize packs!

6A

Beyond the Accounting Books - Incorporating Excel, Soft Skills and Data Analytics

Jerrilyn Eisenhauer

 As a practicing CPA and educator, I often ask this question: “How can I teach accounting to pull everything together; how can I make it meaningful?” During this presentation, my objective is to demonstrate and spark discussions on how we can combine basic accounting theory and rules into application through Excel and Data Analytics. Further, I want to share how I teach soft skills needed in the accounting and business fields. Skills such as presentation, communication and feedback to peers are vital in the business world.

6B

Teaching Sustainability and Analytics Using a Continuous Managerial Case

Stacey Whitecotton

Faculty are increasingly being asked to integrate more and more “current” and engaging topics such as decision / data analytics, ethics, cases, and sustainability into their course - even at the introductory level. Simultaneously, many instructors feel they can barely get students to understand the core accounting topics they are already teaching. This session will provide instructors with some simple ways to integrate these topics into the introductory financial or managerial accounting course, while reinforcing the core concepts they are already teaching via the introduction of a continuous case that highlights topics of sustainability and decision/ data analytics.
Objectives of the session will be to introduce instructors to these emerging topics, discuss whether and why they are relevant at the introductory level, and provide specific examples faculty can incorporate into the introductory accounting course. Session participants will be encouraged to share their own experiences and ideas as well.

6C

Big Outcomes from Small Teaching in Introductory Financial Accounting

Shana Clor-Proell

 The wildly popular Small Teaching: Everyday Lessons from the Science of Learning by James Lang develops the idea that small but powerful changes to the way we teach can result in big improvements to student learning. In this session, we will take the idea of small teaching one step further by exploring ways in which we can make small changes to the way we teach introductory financial accounting to produce meaningful improvements in our students’ learning both in and out of the classroom. Improving student outcomes in introductory financial accounting is critical to cultivating interest in the accounting profession and ensuring student success in future accounting courses. In this session, I will share the small teaching techniques I have used in my own teaching and discuss how these techniques can be applied in a variety of teaching formats (in-person, on-line, etc.). In addition to my ideas, there will be opportunities for attendees to share their own small teaching ideas. Participants will leave the session with many easy-to-implement ideas to begin using in class with minimal preparation or changes to their current approach.

Note to conference organizers: Although I am an author on a textbook (Fundamentals of Financial Accounting, McGraw-Hill), my presentation will not be a sales promotion of any product. Instead, the sole focus will be on ideas to help instructors teach, using any textbook of their choosing.

6D

Excel in Accounting:  Community Learning Experience

Dawn McKinley and Enrique D'Amico

 Do you want your students to Excel in Accounting? Employers and transfer schools require our accounting students to be proficient in Excel, but students often struggle to see the connection between accounting and Excel when taking these two courses separately. Hear about our experience offering a learning community with managerial accounting and Excel. The fully integrated learning community includes the following courses: Introduction to Managerial Accounting (full 16-week semester), Excel 2019/Office 365 (1st 8-weeks), and Advanced Excel 2019/ Office 365 (2nd 8-weeks). All classes are taught in a blended format. Students explore the functions and features of Excel while applying those skills using a hands-on approach to practical business world applications in Introduction to Managerial Accounting.

Come hear how our class was structured, how we set up the assignments, and the benefits students found in taking this learning community!

6E

Utilizing EY Academic Resource Center Curriculum in Your Courses

Tracie Miller-Nobles and Catherine Banks

 Are you interested in utilizing leading-edge resources in your accounting courses? Do you want to introduce your students to topics such as blockchain, robotic process automation, and data analytics but just aren't sure how to do this? This presentation will provide an overview of the EY Academic Resource Center (EYARC) and provide examples of specific curriculum that can be utilized in your courses. Learn how Prof. Tracie Miller-Nobles incorporated these topics into a newly developed Data Analytics course and also her principles of accounting course.

6S

Sponsored Session (Ledger Mania) - Ledger Mania Accounting Games

 Debby Bloom

Please join us on Saturday, May 15th, at 11:00am EDT to learn about Ledger Mania accounting games that reinforce basic and some intermediate accounting concepts in a fun and interactive way.  Ledger Mania’s Board Game or Online Game can be played several times in an Introductory or Principles of Accounting class, in a high school business or accounting class, or in more advanced accounting classes.  Ledger Mania includes several transaction sets to teach different accounting skills:

  • ·         Service company transactions
  • ·         Merchandising company transactions
  • ·         Not-for-profit transactions
  • ·         Forensic accounting transactions
  • ·         Hospitality accounting transactions
  • ·         End-of-period adjustments
  • ·         High School drill sets

So please join us to learn how the Ledger Mania Online Game can enhance your students’ understanding of basic accounting concepts and improve their test scores!

7A

Accounting Technology in the Classroom - Insights for Teaching and Learning

Tillie Parmar

 The problem:
I sought resources to effectively teach the practical application of technical accounting knowledge via the use of smart technology.
Incorporating an accounting platform into my AIS course brought current technologies to the classroom. This case based project starts with the application of base accounting knowledge, extrapolates information results via financial statement reporting, explores the interactivity of accounting dashboards and the integration with ERP systems and other departments within an organization. I address controls already embedded within packaged accounting software and question what controls should be in place in other systems.
Barriers:
1. Accessing effective technology with compatibility to student devices
2. Availability of data sets, accounting simulations or course content creation
3. Course marking a significant investment of educator time
4. Accounting faculty resistance to new technology (1)
Benefits:
Employers are looking for new hires that have a technological and data driven mindset; students that have been introduced to some technology. (Brannock & Foksinska, 2020)
Introducing AccountingPod:
Judith Cambridge, co-founder of AccountingPod, spoke on integrating cloud accounting technologies for teaching at CAAA in May 2020. Utilizing a cloud accounting platform with an EdTech resource eliminated technical barriers and the cumbersome case marking.

7B

Beyond Publisher Materials: Build Algorithmic Assignments in Excel

Doug Parker

 We are all looking for ways to improve classes. There is Connect, WileyPlus, My Accounting Lab, etc etc.  At WCU, we are a rental program, meaning our undergraduates pay a flat fee and receive rental books. This makes it very difficult to implement publisher provided homework managers in undergraduate classes. How can we build dynamic problems to use outside of these purchased systems that allow for quick grading and feedback? There are functions in Excel that will allow you to create dynamic problems without being an expert in coding or excel functions. Need more than one version? Quickly change a few numbers and problems will automatically update. These problems will also create a solution, saving you time and energy. Feeling industrious, a few more additions and you may be able to produce a self-graded problem. In addition, you can have built in check figures. These give the students a guide (like a check my work) as they enter the correct amount in specific cells. Is spelling an issue? Not with data validation which gives students errors if they do not enter the account names correctly.

During this virtual seminar, have excel open and ready to work along with Doug as you learn functions and settings that will make you look like a genius to your colleagues.

At the end, participants will be able to request a copy of any excel problems used in the presentation.

7C

Establishing Teacher Presence Online

Leslie Van Wolvelear

 The session will discuss best practices for establishing teacher presence online, reference current research on the community of inquiry framework, and demonstrate online applications.

7D

Sharing Alternative Ideas for Student Assessment

Larry Stephens and Tracie Miller-Nobles

 This session will be an interactive and engaging workshop where faculty members will discuss and share ideas about alternative forms of assessment for students to demonstrate mastery of course objectives. Larry and Tracie will present some of the types of assessments that they have used in their accounting courses to replace the traditional forms of assessment: exams and quizzes. The session will also include a discussion of the advantages and disadvantages of nontraditional forms of assessment and how they can be modified for use in different areas of study.
OBJECTIVES: 1) an understanding of traditional versus nontraditional forms of assessment, and 2) a list of nontraditional assessment tools that can be modified for use in an online classroom environment.

7E

Fun, Interactive Group Activities to Engage Introductory Accounting Students in the Zoom Classroom

Jill Mitchell and DeAnna Martin

Teaching face-to-face in a classroom offers many opportunities for hands-on learning activities. Teaching in the remote learning environment requires instructors to think creatively about how to design new, interactive, and dare we say, fun experiences! Inspired by activities in the on-campus classroom, DeAnna Martin and Jill Mitchell created experiences in the Zoom classroom that enhance students’ understanding of topics and get the students interacting with their peers in real time. They will share activities for both financial and managerial introductory courses. Activities include: using virtual M&Ms to explain the basic accounting equation, a jigsaw puzzle activity for financial statements or incremental analysis, using the Build-A-Bear website for a job order costing simulation, station-to-station for “syllabus day” or for a variety of course topics, and group quizzes for any chapter. The session will be interactive giving the attendees the opportunity to experience many of the learning activities from the perspective of the student.

7S


Sponsored Session (Armond Dalton Publishers) - E-SUA is Here! Cloud-based Accounting Practice Set Demo

 Dr. Dawna Drum

The Electronic Cloud Version of the Systems Understanding Aid (E-SUA), 1st Edition by Arens, Ward, Bay, and Drum, is a cloud-based version of our most popular accounting supplement, the Systems Understanding Aid (SUA), 10th Edition by Arens and Ward. Like the SUA, the E-SUA is a comprehensive accounting practice set that includes flowcharts, realistic business documents, and internal controls. The E-SUA combines the hands-on learning approach of the SUA with cloud-based convenience to help students understand basic business documents and visualize information flow in the accounting process.

 Convenient Features of the Cloud-based E-SUA

  • Automatic grading!
  • The ability to assign a different transaction set to each student, if desired.
  • Choice of approach: chronological or cycle-based, depending on which approach best suits your course.
  • Choice of one or four grading points/assignments, with timers for each assignment.

8A

Integrating Excel and Analytics Skills Throughout the Accounting Curriculum:  Student Activities

Carolyn Christensen

The questions many of us are asking is how do we integrate Excel and Analytics skills into an already-packed curriculum?  

During my sabbatical over the course of the past academic year, I worked on integrating Excel skills and data analytics in Westchester Community College’s curriculum.  

I will share the system I used to determine which Excel skills to integrate into different courses. Then I will share outside and newly developed resources for use in Financial and Managerial Accounting. These resources will be shared after the presentation. 

Finally, I will give a short overview of the new course I developed, “Accounting Analytics and Emerging Technologies.”

8B

The Impact of Covid 19: Intermediate Accounting Practices and Other FASB Updates

Wayne Thomas, Mark Nelson, and David Spiceland

 In this session, we will cover timely and relevant practice impacts in the area of Intermediate Accounting.  We’ll summarize the response to Covid-19 by consumers and businesses, and the impact on financial reporting as the result of measures such as the CARES Act.  We’ll discuss and provide real world examples to show the effects of Covid-19.  In addition, we’ll review recent FASB updates.

8C

Using the Flex Method to Teach Accounting

Ron Krug

 In the spring 2019 semester, Allegany College of Maryland (ACM) introduced the flex modality for a limited number of courses. Having achieved early success, additional courses were added for the 2019-2020 academic year. In fall 2019 Managerial Accounting became the first business or accounting course offered via this method.

Flex courses are fully-functional online courses that provide additional means for students to conveniently and effectively learn the course material. No student is required to utilize the extra learning techniques made available in this format. They may simply take the course as they would any other online course. However, ACM's early results indicate that almost all students do utilize one or more of the learning methods not usually available in a traditional online course.

In flex courses students have the option (but not the obligation) to do any of the following:

1. Attend face-to-face classes offered regularly and for as many hours as a course scheduled as face-to-face (e.g. 37.5 hours of class time for a three-credit course).

2. Participate in the classes synchronously via computer using Microsoft Teams.

3. Watch videos of the classes asynchronously on the course's learning management system (Brightspace).

Students can switch among these options at any time. For example, a student could attend a class meeting face-to-face one day, participate on their computer another day, and not attend at all on the third day. There is virtually no in-class attendance policy, and instructors generally do not include class participation (except online) in their grading system.

8D

It's All About the Benjamin $$$ of Black-Owned Businesses

Idalene Williams

 Hmm! Can you name any Black billionaires? Have you analyzed the financial statements of black owned businesses? In its July 2020 Forbes Spotlight of 100 Black-Owned Business to Support, Forbes wrote “The U.S. is home to roughly 2.5 million Black-owned businesses, according to the Census Bureau. Although the vast majority are sole proprietorships or small-scale affairs, an increasing number have regional reach and national ambitions”. Yet, we do not hear much about the financial impact and outreach of Black-owned businesses. Most Accounting books regularly include financial data of large, white owned corporations and businesses. This session will help you inject black history, data analytics, diversity and engaging conversations in accounting courses centered on Black-owned businesses. Moreover, designing activities incorporating current relevant accounting terminology, best practices and techniques to Black owned businesses will help your students increase their understanding of the Black entrepreneurial experience and apply their accounting knowledge in interpreting the financial statements.

8E

QuickBooks Online Live

Carol Yacht and Matt Lowenkron

 Carol and Matt will demonstrate the following QBO topics and resources:

1. What’s new: QBO+ updates and Intuit Educator Portal.
2. What’s old: QBO Accountant, student list, undo reconcile.
3. What’s free: Certification for professors.
4. How-to connect to resources: Intuit chat, reinforce systems and procedures, certification Q&A practice tests

8S

Sponsor Session (EY) - EY Academic Resource Center:   How to Navigate our New Website and Secure Access

 Ivy Jefferson

 In this session, you will receive a brief overview of how to navigate the new EYARC website. You will learn how to access and download the free curriculum available to you. You will also learn how to request and process your access.

9A

Effectively Using Excel and Data Analytics for Accounting at the Principles Level

Sheila Smith

 If you would like to incorporate more Excel and data analytics in your accounting classes, but have found the publisher Excel and "data analytics" problems to be less than ideal, this session is for you! In this session, Professor Sheila Smith will present a method for building Excel-based assignments that will allow even students with little to no Excel skills to participate and learn Excel, basic data analytics, and accounting skills with these assignments. Examples of how Excel can be used effectively in teaching and learning accounting at the principles level will be presented. Examples of Excel-based assignments involving data analytics and principles-level accounting will be provided, along with tips on how to incorporate Excel and data analytics in principles-level accounting study, in both the traditional face-to-face and the remote and virtual learning environments. Tips for making the grading of Excel-based assignments easier and faster will also be covered.

9B

Imparting Ethics and Courage to your Accounting Students

 Carolyn Conn

 Since 2005, when NASBA first proposed that three semester hours of accounting ethics be added to the curriculum, accounting faculty have developed and studied delivery methods for such content.  These efforts were undertaken with a goal of improving ethical behavior and promoting adherence to professional codes of conduct.  Yet, even the highest levels of professional ethics likely will not be effective without a concomitant supply of courage.  In this session, we will discuss how we can impart both ethics and courage to our accounting students and why both are needed for their professional success. 

9C

Concept Maps in Accounting Education

Toby York

 Teaching first-time accounting students has always been challenging. With remote learning it is even more so.

Toby York, Senior Lecturer at Middlesex University Business School, believes that using a concept map makes it much easier. For three years he's been using a concept map called the BaSIS Framework (Creative Commons – free to use in educational settings).

"Significantly, a concept map understood clearly within a community of learners provides a solid reference point throughout the student’s learning journey. It provides “pointability” for teachers and students alike."

Toby will be talking about how he integrated concept mapping and used Color Accounting in his teaching.

9D

Conscious Capitalism as a Part of Business Sustainability

Paul Kelson

 With the Business Roundtable's Statement on the Purpose of a Corporation and COVID, business sustainability seems to be business as usual. Conscious Capitalism is the new way to serve business stakeholders. It is more than reporting Corporate Social Responsibility. It is a higher level of serving stakeholders before concentrating on profits. And yet Conscious Capitalists explain that their profits are higher after establishing the principles for Conscious Capitalism. We will explore what is Conscious Capitalism? How do we tell a company is a Conscious Capitalist? What is the criteria and procedures that need to be adopted?
We will explore the information available since it is not yet available in textbooks. We will also explore various assessments to show student mastery of the new topic.

9E

The Building Blocks for Career Success:  Partnering with a Professional Organization

Tyler Skelton and Mary Patterson

 They know their debits and credits, but are your students prepared to launch a successful career? Attend this session to learn how you can connect with professional associations to provide your students with the knowledge, skills, and networking opportunities that can help them become successful.

9F

Accounting Can Be Fun

Pamela Simmons

 Quantitative subjects like accounting require instructors to efficiently deliver a significant amount of complex information in a finite amount of time. Unlike liberal arts, we do not have much flexibility or time for creative activities to engage our students. As a result, accounting can often come across as dry, dull, unrelatable, and inaccessible to most students. But what if we can make accounting more engaging and - dare I say, even fun?!? When a colleague shared that one of my former students described my financial accounting course as “fun,” I reflected on what contributes to such an atmosphere. I identified five factors I believe are instrumental: setting the tone, making the subject relatable, sharing the “secrets,” maintaining an approachable and engaging environment, and lastly, being willing to flex and evolve.

This presentation will share simple ways to establish a welcome, supportive, encouraging environment from day one. It will demonstrate how to relate abstract accounting concepts to our students’ everyday lives and reveal some of accounting’s “insider secrets” that can clear up an entire semester of anguish. It will also explore how to foster student engagement while learning to flex and evolve to changing needs and environments. The session will conclude with an open forum to allow attendees to share their creative practices.

 

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