TACTYC 2022 Session Abstracts


Session Time Title Abstract
Friday,    May 20      
       
Keynote 8:45-9:45 Keynote: Focusing on the “Relevant” in Culturally Relevant Teaching within Accounting

We will explore the many ways that Culturally relevant teaching allows students to see the real world relevance to the content they are learning. We want students to be able to transfer the skills they are learning in the classroom to the working world, so let’s bring the working world into their classrooms! We will unpack what students want to know, and how we can provide more of what they want to know in their learning spaces!


       
       
  Session 1    
1.1 10:00-10:50 Keynote Follow-Up:  Let’s get real about Culturally Relevant Teaching!

We will unpack more of the premise of Culturally Relevant Teaching and Culturally Responsive Teaching in a way that allows students to use current data to bring the accounting world to life! We will also consider ways to pedagogically introduce students to new concepts, and create a space for students to teach instructors a thing or two!


1.2 10:00-10:50  Sponsored Session - NABA, Inc. - National Association of Black Accountants, Inc.

Don't miss NABA, Inc. President and CEO Guylaine Saint Juste interview Liz Barentzen Vice President, Operations and Talent Initiatives from Center for Audit Quality (CAQ). Join them as they discuss the opportunities, they see with Black Community College students specifically the high level of interest in Business and Accounting, and the barriers these students face. Learn how NABA's recent Pathways to College pilot with support from partners like Center for Audit Quality help ensure students are set up for success.

1.3 10:00-10:50 Data Cleaning Projects ETL Using Excel, Google Sheets, Power BI and Alteryx, and Tableau for Intro Accounting

A key step in data analytics is getting the data ready for use – in fact, this step can take more time and effort than the analysis of the data. In these new projects, students are introduced to the concept of Extract, Transform, and Load (ETL) through an introductory accounting project that is completely turnkey for the instructor. To show students the “why” of ETL, an interactive dashboard will be built after the data cleaning steps are completed. These projects are available in three levels: Beginner (five data cleaning techniques plus two-visualization dashboard); Intermediate (beginner project with seven additional data cleaning techniques plus three-visualization dashboard); and Advanced (intermediate project with additional data cleaning techniques plus four-visualization dashboard.) In addition, the project is available in three software tools: Excel, Google Sheets, and Alteryx combined with Power BI. Complete step-by-step video instructions and instructor guides are available to make project adoption easy and painless in introductory accounting courses. These projects are available at no cost for instructors to use in their classes. In this session, we will walk through the key aspects of the projects and will discuss teaching strategies.


1.4 10:00-10:50 CPA Evolution Model Curriculum

Are your students ready to meet the needs of today’s accounting profession? There’s an expectation that, regardless of the role or industry in which they work, every newly licensed CPA will possess the same essential knowledge and skills as other CPAs. These essentials fall into three areas that will make up the core topics under the CPA Evolution model: Accounting, Audit, and Tax. Learn how the AICPA-NASBA CPA Evolution Model Curriculum addresses these topics as well as newly developing disciplines and can help guide your accounting programs through the CPA Evolution transition and prepare them for the changes ahead. See where existing courses could use a boost or where your program might need to expand learning through new curriculum offerings that will prepare the next generation of CPAs.


1.5 10:00-10:50 Making Your Managerial Accounting Class Unforgettable!!

Students are more likely to learn new concepts and remember what they learn by seeing! So how can you use ordinary items such as Legos, pancake mix, sewing projects, staining cabinets, fast food, and a totaled car to teach Managerial Accounting concepts? I will show you how I use these items (and more) to teach various Managerial Accounting concepts for students to learn and remember.


1.6 10:00-10:50 A Practical Approach to Teaching Excel for Accounting

It is common for educators to incorporate Microsoft Excel into their accounting courses. However, it can be far more difficult to incorporate accounting into a Microsoft Excel course. Creating an Excel for Accounting course, in which Excel is taught through the use of accounting concepts, requires that attention be paid to three primary elements: • The order in which the Excel topics are taught • The order in which the accounting topics are taught • The manner in which these topics are associated with one another Excel for Accounting courses must provide students with sufficient practice, overviews of accounting concepts, and step-by-step instruction in Excel techniques. The strategies discussed in this presentation will help educators to effectively structure an Excel for Accounting course so that the course material follows a logical progression. The discussion will focus heavily on issues associated with appropriate topics for this course, the order in which both Excel and accounting topics are presented, and the manner in which practice (consisting of progressively more difficult exercises) should be required from the student. The presentation will be divided into two sections, with the first section addressing best practices for teaching the course material, and the second section consisting of an extensive audience participation section, during which a wide variety of techniques utilized by the attendees will be shared and discussed.


1.7 10:00-10:50 Sponsored Session - Certiport - What's New with the Intuit QuickBooks Certification?

Learn more about the Intuit QuickBooks Certified User (QBCU) certification and the ways it can benefit your students and your school. We will cover the fundamentals of Intuit QuickBooks Online and the Intuit Certified Bookkeeping Professional certifications and how they strengthen bookkeeping and accounting programs.  In addition, we’ll explore how the Intuit QuickBooks and Intuit Certified Bookkeeping Professional certifications can provide students with a powerful industry credential to find jobs and launch new careers, or advance in current employment opportunities. We will also view some real-world examples of schools and students who have benefited from the certification.


       
       
  Session 2    
2.1 11:00-11:50 Characteristics of Great Accounting Teachers

Can you think back on some of the best teachers you’ve had and what made them so impactful to you? What were the characteristics that made them great? In this session, we’ll discuss some of the ways teachers can have a positive impact on students. This will include a discussion of the three levels of instruction, how to think about this instruction in today’s accounting education environment, the latest tools that are available, and a perspective on our role as educators.


2.2 11:00-11:50 Keeping it Relevant:  Turnkey Resources for your Classroom

Are your students prepared for the future of accounting and do they have the relevant skills employers are looking for? Join us to hear from faculty about how they are using turn-key courses on topics such as Robotic Process Automation (RPA), Data Analytics and Visualization, emerging trends, and more. Come prepared to ask questions about incorporating IMA resources into your curriculum.


2.3 11:00-11:50 Bene Petit:  An Integrated Managerial Accounting Case for Teaching CSR and Decision Analytics

This session will present a case that is based on an entrepreneurial venture that has both a business and social mission. The case is suitable for an introductory managerial accounting class and could also be used in a cross-functional introductory business or entrepreneurship course. The case is designed to run throughout the entire course and includes various assignments that faculty can discuss in class, assign as homework, or use as individual or team projects. The case covers the early stages of the business’s life cycle, including concept/beta-testing, start-up/introduction, and expansion/growth. It is divided into five parts that could be assigned separately or as one culminating project. Part 1: Understanding the Business Part 2: Product and Service Costing Part 3: Managerial Decision Making Part 4: Budgetary Planning and Control Part 5: Performance Evaluation and Analysis Each part includes discussion questions, assignments, and Excel or Tableau based projects. Objectives of the case include increasing students’ appreciation for the role of managerial accounting in an entrepreneurial business; illustrating the importance of social responsibility and sustainability in modern business strategy; applying managerial accounting topics to a simple but non-traditional setting than blends manufacturing and service; integrating course concepts; and enhancing students’ ability to make data-driven decisions through Excel- and Tableau-based projects and assignments.


2.4 11:00-11:50 The CPA Profession's Pipeline Challenge

There has been a steady decline in recent years in the number of individuals sitting for and passing the CPA exam. Enrollments have also been declining at many College and University Accounting programs. Many in the Profession are concerned about this "Pipeline Challenge". The presentation will provide background on the Challenge and some strategies to address it.


2.5 11:00-11:50 You CAN Have Your Cake and Eat it Too!

Can we learn the concepts, apply them to the real world, incorporate culturally responsive teaching in our curriculum and have fun? Hmm! Absolutely YES! Students can learn the content of accounting, experience the use of information through fun, interactive activities! This session will help you infuse culturally responsive activities, black history, diversity and engaging conversations in connecting accounting topics to minority-owned businesses. Moreover, designing activities incorporating current relevant accounting terminology, best practices and techniques to minority owned businesses will help your students increase their understanding of the Black entrepreneurial experience and apply their accounting knowledge in interpreting the financial statements. 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.


2.6 11:00-11:50 Industry Session - Savannah Bee

Come learn about the company with a passion for honeybees - from the company’s CFO, Mark Haney!  Savannah Bee was founded in Savannah by Ted Dennard in 2002 and currently has 15 locations in the United States.  Savannah Bee has experienced exponential growth with its honey-related products and books, beauty products, beverages, and candles.


2.7 11:00-11:50 Sponsored Session - Wiley - Greatest Course Hits: What Your Students are Telling Us About Their Accounting Education

When it comes to teaching accounting, it’s not only about helping students successfully pass the course – it’s also about engaged learning, helping students understand the relevancy of course material, and making connections. But with the increased demand to keep adding more to your courses, how do you fit it all in?  Wiley surveyed thousands of accounting students to understand what elements made their favorite accounting courses so successful and what students want to experience more of in the classroom. Join Jill Mitchell, Paul Kimmel, and the Wiley Accounting team to learn about:  Research findings and the key activities students want more of in their accounting courses, including adaptive learning, real world application and cases, and multi learning objective projects.  Instructional and course design best practices to balance an already-full syllabus.  New ways to support engaged learning and knowledge retention.  What resources are available to support you with WileyPLUS for Accounting.


       
       
  Session 3    
3.1 1:20-2:10 Leveraging Videos as a Meaningful Student Engagement Tool Videos are an essential tool to incorporate into course design. Whether you are teaching in a classroom, via Zoom, or asynchronously, videos can add value. Videos can provide accounting instruction, emphasize key concepts, demonstrate how to solve homework problems, and motivate interest in course material through real-world examples and discussions by business leaders. This presentation will be of interest to instructors who are just getting started with video usages and those who already have an entire repository of videos, including favorites on YouTube, publisher-created videos, and self-created videos. Jill Mitchell and Paul Kimmel will lead a discussion of ideas on incorporating videos meaningfully to engage your students, transforming them from passive viewers to active learners. They will share instructional design guidelines for when and how to integrate videos and create or enhance your own videos using available technology. Finally, they will explain why it is beneficial to you and your students to use videos (especially your own) in your course, regardless of the course delivery.

 


3.2 1:20-2:10 Finding Balance in the Accounting Classroom

Are your students fully present in the classroom? So many events have impacted our students over the past year that may have students nervous and anxious. Traditionally the accounting classroom makes students anxious too! Learn techniques that you can teach your students to help them calm their mind and body so they are ready to learn. These are tools they can use before lectures, homework, or an exam. Even better, these are tools that they can continue to use in life as they enter the business world!


3.3 1:20-2:10 Planting a Growth and Sensemaking Mindset to Cultivate Data Analytic Skills

This presentation describes using a sensemaking perspective for teaching accounting students to expand their growth mindset as they apply analytics to numeric and graphical data. The presentation will provide an understanding of the learning processes of students engaged with analytical tasks, while developing resilient skills, and thus providing for an enriched approach to teaching accounting analytics. We know that accounting students must have technological and data analytic skills to be successful in the accounting profession. To address this need, the Association to Advance Collegiate Schools of Business (AACSB) has mandated that all accounting departments with supplemental accreditation integrate a minimum level of technology and data analytic skills into their curricula through Standard A7 (now Standard A5). Students experience deep-learning processes when developing findings and understanding insights, with experimentation and failure, when creating practical solutions, and with regular evaluations. These deep-learning processes can pose challenges to teaching analytics to accounting students; therefore, using the sensemaking theory helps to solve these disconnects in accounting education by describing the learning processes associated with teaching data analysis.


3.4 1:20-2:10 Recruiting Students Into the Accounting Profession

The Teachers of Accounting at Two Year Colleges play an important role in exposing students to the accounting profession. Research shows that the earlier students are exposed to the accounting profession, and potential career paths in accounting, the more likely they are to choose accounting as their major. Introductory accounting faculty are essential to the accounting talent pipeline and have a unique opportunity to foster a love of accounting in their students at an early stage in their academic career. In this session our panel of experts will discuss methods that accounting teachers can use to highlight a future career in accounting that is interesting, dynamic, fun, and offers endless professional opportunities. The panel will share how to incorporate success stories into lesson plans, how to introduce a wide variety of accounting career choices, and how to leverage dynamic resources as faculty expose students to the endless possibilities of a degree in accounting. Educators are important leaders in students’ lives and have a unique opportunity to positively influence the accounting pipeline while setting up students for a lifetime of success. Join this panel of experts to discuss ways to secure student interest in the profession earlier in their academic career.


3.5 1:20 - 2:10
How I Addressed the Cheating Issue in My Accounting Ethics Course

 Cheating? in Accounting Ethics?  Yes, unfortunately this was all too true when I first started teaching Accounting Ethics several years ago. In this session, we'll talk about creative ways that I've developed to help eliminate the cheating issue in my courses. We will also have an engaging discussion among participants about ideas you may have implemented in your accounting courses to curb or eliminate cheating. But, what about after students leave your class? Does the inclination to cheat automatically stop when the student gets a diploma? We'll also discuss some of the ethical issues that young professionals face when they are new to the workforce and talk about the issues in the recent SEC Administrative Order, SEC v. KPMG.  


3.6 3.6A
1:20-1:40
Sponsor Session - Lyryx - E-dishonesty:  Evaluating Accounting Students Effectively with Online Assessments.

Given the increase of online course/ exam delivery and the emergence of “e-dishonesty,” what is necessary to evaluate accounting students effectively with online assessments?  Join Lyryx for a focused discussion about “e-dishonesty” and the implications it has on the creation and execution of online assessments (homework & exams) in accounting courses.  As a developer of online assessments for accounting, Lyryx has nearly 20 years of experience with facilitating online homework and exams for accounting courses in higher education. With the perpetual concern of academic integrity and the emergence of “e-dishonesty”, a term used to refer to “the behaviors that depart from academic integrity in the online environment” (https://www.frontiersin.org/articles/10.3389/feduc.2021.639814/full%20), there exists an even greater need to examine the factors surrounding this issue. These include, but are not limited to: identifying reasons for cheating; access to and use of cheating resources; in-person versus online cheating; monitoring/ proctoring versus trust; and potential methods for combating cheating.  Lyryx already maintains unique randomization algorithms within their online assessments that make cheating much less accessible to students. Those very randomizations are helping Lyryx to develop technology for the subtle/ undetectable identification of cheating. This focus group will seek to pinpoint the primary issues instructors are facing with regard to e-dishonesty in online accounting assessments, with the goal of enhanced development of this technology.


3.7 1:20-2:10 Sponsored Session - KPMG Career Catalyst - Incorporating Tax and Audit Modules to Attract Students to the Profession.

KPMG has developed a virtual learning series designed to increase the interest and awareness of careers in audit and tax at professional services firms.  Each module in the series includes a mix of video and activities designed by KPMG audit/tax professionals.  Completion of the modules earns students a virtual badge that can be added to a resume and/or LinkedIn profile.  Alternatively, the modules could be incorporated for classroom credit.


       
       
  Session 4    
4.1 2:20-3:10 Teaching Introductory Financial Accounting:  Past and Future Trends

The introductory financial accounting course has changed significantly over our teaching careers. Many of these changes were the result of a natural evolution of business. Other changes, however, were implemented because businesses demanded we teach the skills necessary for our students to succeed professionally. This interactive presentation will examine historical trends in the content and delivery of the introductory financial accounting course. Our emphasis is on how these trends may impact the future direction of accounting education. Topics include the breadth and depth of course content, the skills demanded of our graduates (e.g., Excel skills, data analytics), and course delivery approaches (e.g., flipped classroom, online courses).


4.2 2:20-3:10 Does Your Teaching Bloom?

College students—who are juggling four or five time-consuming classes at once—often get stuck on autopilot and resort to simply trying to memorize everything they need to know. The good professors are aware of that tendency, so they routinely remind them to “not just memorize the material,” but this suggestion is ambiguous. If they’re not supposed to memorize it, what are they supposed to do? With a combination of thoughtful course design and a purposeful use of Blooms Taxonomy, you can engage your students and help them to learn beyond memorizing. Are you ready to enrich the quality of student learning by tweaking your teaching methods? This session will provide ideas on how to expand your teaching and students’ learning through all levels of Blooms Taxonomy. We’ll show you how to use the scaffolding method to move students from a focus on Remembering and Understanding through the higher levels of Applying, Analyzing, Evaluating, and Creating. By having students brainstorm about their future or complete mini in-class research projects, you’ll get them thinking at a higher level—and when you tell them what you’re doing and why, they’ll feel the additional value beyond a traditional lecture. In the end, this makes the course more interesting, improves your teaching, and offers students an engaging, high-quality learning experience, which will really help them… bloom.


4.3 2:20-3:10 Ready…Set…Action…GO!

How can we help our students connect the dots between pre-work, lecture and assessment? Hi, I am Jerrilyn Eisenhauer, and this session will equip you with ideas to connect those dots in your classroom. Let's get back to the basics by taking the stage with tools to captivate the most important audience, our students. You will exit the stage RIGHT into setting up quality course. Please join me as we focus on each step of the learning process and wrap up with ideas you can use in your own spotlight, your course.


4.4 2:20-3:10 What Skills are our Accounting Graduates Missing?  Learn from the Results of a Series of Focus Groups Conducted by the AAA and AACSB Please join Karen Osterheld, Senior Director of the Center for Advancing Accounting Education, to learn more about the following initiatives at the AAA:

-A white paper, prepared jointly by the AAA and the AACSB, on the results of several focus groups on the skills gap between what accounting programs provide and what employers are looking for. The focus group participants include varied public accounting firms, internal auditors, and members of corporate accounting departments.


4.5 2:20-3:10 Creating Context in Managerial Accounting

Many students struggle in managerial accounting because they just can’t relate to the concepts. Most students have never been inside a manufacturing facility and don’t understand what accountants are trying to accomplish when completing a job order cost sheet or a production cost report. Without prior knowledge to build on, students get lost. Then they just resort to memorizing formulas and figuring out how to complete forms, but without comprehension. This session will focus on how using simple manipulatives (physical objects that are used as teaching tools) can give students a foundation to build knowledge. Manipulatives engage students, encourage hands-on learning, help with understanding abstract concepts, and create a fun classroom experience. Come participate in some active learning lessons that teach managerial accounting concepts. You'll be able to use these same activities in your classroom with minimum prep time!


4.6 2:20-3:10 Culturally Responsive Pedagogies in Today's Accounting Curriculum

In the current accounting curriculum, a diligent and exceptional job has been done in keeping students abreast of the ever-evolving world of accounting and all its moving parts, theories and modalities. As the world changes and more specifically as the business world has changed, the study of accounting can be held truly accountable for properly recognizing and reporting these changes and reflecting the most current and proper way to account for these changes. And yet, when we look at the cultural underpinnings that move the world around on its axis and the impact cultural sensitivity impacts not only world in a general sense, but the business world in particular, there is a deficit in the approach to culturally responsive teaching. This session seeks to explore and advise on constructing a culturally responsive pedagogy for today’s accounting college curriculum. The business of employing multicultural teaching is a wholistic method to develop and foster a more inclusive teaching philosophy and pedagogy. Specifically, this session seeks to utilize interactive discussion and analysis as practical modes to construct a culturally centered curriculum that challenges and supports the following: • Decolonization Theories and Examples to build Student Solidarity • Critical Race Theory of Education; intent versus effect • Culturally Responsive Teaching based on Theory, Research and Practicality • Indigeneity – Where Am I in Our accounting / business learning examples • Interculturalism: A Melding Pot or A Pot that is Melting As the ideologies of melting pot, pluralism, multiculturalism, and more recently interculturalism have emerged and evolved, it behooves the Accounting academics to include such topics in the curriculum to count as a current asset and not a liability that serves to increase the equity of education.


4.7 2:20-3:10 Sponsored Session - Armond Dalton - Cloud-Based Accounting Practice Set (the eSUA) and Computerized Accounting using QuickBooks Online

Do your students understand basic business documents, internal controls, and the flow of information in the accounting process? If your students are like most, they do not! The Systems Understanding Aid has been filling this knowledge gap for nearly forty years and it is now available in a cloud-based format, the eSUA. In this hands-on project, students first complete business documents using information in detailed flowcharts, then they record the transactions in journals and ledgers before preparing year-end adjusting entries, closing entries, and year-end financial statements. Automatic online grading and the ability to assign different transaction set variables to each student make this project a powerful addition to your systems, financial accounting, auditing, or capstone course.  Computerized Accounting Using QuickBooks Online.  Join us for an overview of the new Intuit Educator Portal, along with Computerized Accounting Using QuickBooks Online (QBO). Using the QBO textbook in tandem with the education portal provides a seamless approach for your students to learn QuickBooks without having to download software. As the instructor, you can use the portal to demonstrate QuickBooks Online in class, plus you will be able to drill down to each student’s companies to review their work. The final capstone chapter of QBO includes the same transactions from the eSUA, which helps students connect the dots between computerized accounting and the underlying documents and transactions in the accounting cycle.


       
       
  Session 5    
5.1 3:40-4:30 What I Have Learned About Giving Feedback to Students

What is the correct balance of giving feedback and letting your students figure it out themselves? How can you encourage students to seek feedback from you as an instructor, on the class, on their grades and their assignments? In these 50 minutes I will briefly go through how I have through trial and error worked with students to encourage them to be proactive in their grades and assignments with mixed results. And continue to tweak the formula/ideas in hopes of making students more successful in introductory accounting courses and independent, successful students.


5.2 3:40-4:30 Thinking, Learning, and Retaining…On My! Applying Cognitive Psychology in Accounting Courses to Enhance the Student Experience

An important part of our job as an instructor is teaching students how to learn. Often, students do not know how to learn, especially at the collegiate level. Teaching students to think, learn, and retain information is as important as teaching the Accounting curriculum itself. This presentation will provide session participants a toolkit to enhance student learning based upon cognitive psychology strategies. Understanding Common Misconceptions about Learning and Thinking. The presentation will describe common misconceptions and assumptions that instructors make about students and their learning habits. Further, this session will include a synopsis of pedagogical implications of selected cognitive psychology research and “lessons learned” for classroom application in undergraduate accounting courses. Effective Learning Requires a Strategy. This presentation will include various strategies for deeper learning and information retention. These strategies include several cognitive tools, a description of each, and how they are applied. The presentation will include an interactive discussion on ways to organize thoughts, process new information, and implement techniques to get students to retain what they learn. Make it Meaningful. Helping students connect to the material on a personal level will increase learning and retention. Methods will be shared to improve student attention and engagement in accounting classes. Teaching to the why, to the purpose, to the need, will peak student interest, and increase student motivation. Novice learners are often seeing, hearing, and learning many basic accounting concepts for the first time. Instructors must teach students effective methods to process information, retain, and understand the material. Increasing student metacognition (thinking about learning) will increase student success, and provide an enhanced student experience.


5.3 3:40-4:30 The Bigger Picture:  Data Visualization and Analytics in Introductory Accounting

We live in a visual world. The adage, a picture is worth a thousand words, was never more true than today. Consider the following: (1) 90% of the information transmitted to the brain is visual, (2) Human brains process visuals 60,000 times faster than they do text, and (3) High quality infographics are 30x more likely to be read than plain text. Data visualization plays to our strengths. The key for us is to effectively utilize data visualization as part of our teaching of accounting. Our session focuses 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. Data visualization is one key to motivate and engage our students. We also show new data analytics projects that are unique and powerful for introductory students. We will share visualization materials and analytics projects that are developed for introductory accounting. These are not learning management system dependent and can be implemented by all attendees immediately. These data visualization and analytics materials (1) do not require instructors to have knowledge of analytics software, (2) are accessible to introductory students, and (3) help students learn introductory accounting while using data visualizations and analytics. Further, interpretation of data visualizations is a key skill that will be assessed as part of the new CPA exam. Last, we will highlight our classroom success from using visualizations.


5.4 3:40-4:30 What Does Industry Need From Our Students

After instructing in a variety of classroom settings for over 30 years, I felt a need and desire to re-visit industry in order to better prepare our students for their accounting career choice. I was privileged for my recent semester sabbatical to shadow numerous local businesses to witness in action accounting processes and hear what industry is needing from their accounting hires. Once the data is organized, our accounting department will review our curriculum to infuse the needed skills that industry is demanding to improve student employment success.


5.5 3:40-4:30 Tax Update Coverage of significant 2021 and 2022 updates to tax legislation and important administrative guidance. 

A brief look at new tax legislation that may be under consideration.


5.6 3:40-4:30 Unique and Shared Experiences:  Using Storytelling and Narratives as a Framework for Exploring Diversity, Equity and Inclusion Issues in Business

How can accounting faculty use storytelling and narratives as a framework for Diversity, Equity, and Inclusion (DEI) business conversations in the classroom? We begin by discussing the importance of culturally responsive teaching and how accounting faculty can be “agents of change.” We then examine methods to support students in sharing their own stories to explore questions of diversity, equity, and inclusion. This support can take the form of a variety of narrative methods including text, visual, audio, video, and extended reality. Next, we explore how these class conversations can be linked to larger discussions around specific DEI issues within the business world. Finally, we encourage students to use the narrative framework of their own stories and those in the corporate arena to implement necessary change. Students can practice synthesis and communication skills by devising and presenting policy suggestions.


5.7 3:40-4:30 Sponsored Session - Labyrinth Learning - Best Practices for Transitioning to QuickBooks Online

QuickBooks Online is the fastest growing accounting software for small to midsize businesses. Our students are eager to learn the skills they need to obtain employment or advance in their current roles, so as educators, it’s our responsibility to stay current with the latest technology and bring it to the classroom.  This presentation will focus on best practices for teaching QuickBooks Online. We’ll discuss the resources available to instructors from Intuit Education and Labyrinth Learning. These resources make the transition from teaching QuickBooks Desktop to QuickBooks Online as easy as possible and help ensure students’ success. We’ll also discuss the challenges and opportunities in teaching cloud-based software. Other discussion topics include best practices for accessing students’ data, grading assignments, and measuring success.  This presentation will include some demonstrations of the Intuit Educator Portal and Labyrinth Learning’s Quick Grader (fully automated project grading). Participants will be encouraged to share about their experiences teaching QuickBooks Online in both face-to-face and online classes


       
       
  Session 6    
6.1 4:40-5:30 Tutoring with Technology:  Say Goodbye to Pen and Paper

Today’s college students use cell phones, tablets, and laptops to read their textbooks, do their online homework, participate in group project assignments and conduct research to complete any number of assignments. As tutors, we have long utilized a variety of teaching and learning strategies which traditionally have been demonstrated through visual examples on a white board or by pen and paper….until now. We will demonstrate the innovative use of iPad technology with the Notability App to show how it has effectively reinforced the student learning process for Deaf and hard of hearing students at the postsecondary level.


6.2 4:40-5:30 Lessons Learned from the Pandemic:  How to Engage Students in Online and Face-to-Face Courses

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 found themselves in an unfamiliar 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. 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 to execute group work in hybrid courses. Polling tools can help pinpoint where students may be struggling. Gamification apps engage students with leveling, badges, peer-recognition points and even a class store which adds incentives beyond grades! 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.


6.3 4:40-5:30 Data Visualizations for Financial Accounting Topics

Data visualizations are a great way to stimulate students’ interest in financial accounting topics. Visualizations can also help students understand how accounting information is useful for making real-world business decisions, such as detecting employee fraud or identifying issues with product quality. But there are so many types of visualizations out there. Which ones are best for common financial accounting topics and business decisions? “Choosing the right chart” is crucial because it helps us convey financial accounting information in a way that is compelling and builds our students’ digital acumen. In this session, we will discuss how different data visualizations can be grouped into meaningful categories that align with common financial accounting scenarios. Within each category, I will provide specific examples of visualizations that depict accounting topics and business decisions. Participants will leave the session with ideas about how to incorporate data visualizations for most of the major topics covered in an introductory financial accounting class, including receivables, long-lived assets, liabilities, stockholders’ equity, cash flows, and ratio analysis.


6.4 4:40-5:30



6.5 4:40-5:30 Making the Transition to QuickBooks Online from Desktop During Fall 2021 and Spring 2022 semesters, Matthew used QuickBooks Online in his Computer Accounting class at Glendale Community College. Prior semesters used QuickBooks desktop. During this presentation, Matthew will share his experiences teaching QuickBooks Online.

Carol will cover how QBO includes dashboard graphics, analysis, visualization, and evaluation.
Topics include:
1. Transitioning from desktop.
2. The 3 C’s: Cloud, Canvas, and Connect.
3. Using Intuit’s Education Portal for up to four companies.
4. Classroom videos.
5. Creating weekly modules.
6. DAVE: Data metrics, Analysis, Visualization, and Evaluation

 


6.6 4:40-5:30 Recording Class Videos Like a YouTube Star!

Many of us wish we could write scripts, record videos, and edit videos like YouTube stars! This session explores many of the secrets uncovered from studying YouTube star-educators. Many “tricks of the trade” are shared along with ideas on how each of us can implement those same ideas and techniques for our class videos. We also share best practices for creating high quality and engaging videos. We demonstrate strategies for how to prep for video recording, how to engage the audience while recording, and how to edit videos like a pro. The tools we demonstrate are widely available, and many schools already have licenses to such software. The videos demonstrated are applicable to all class formats, including face-to-face, hybrid, and online only. We also show some of the videos created for our own courses, which will be made available to all attendees through an online link.


6.7 4:40-5:30 Sponsored Session - EY - Student Pathways to a CPE:  EY Career Path Accelerator

Come join EY as they discuss their new, transformative program that provides an accessible and affordable learning path to allow students the opportunity to earn the credits they need to be CPA eligible without having to pursuing a Master’s degree.  The EY Career Path Accelerator is a first-of-its-kind program that helps students jump-start their careers in the Accounting profession up to one year earlier while developing their skills in relevant areas of business, technology, and leadership.


       
       
Saturday, May 21      
  7:00-8:30 Continental Breakfast  
       
       
  Session 7    
7.1 8:30-9:20 Understanding Student Motivations and Priorities for College and Career

Understanding high school and college students’ motivations and priorities in choosing career paths can inform colleges, universities, and the accounting profession on how to best build awareness about and effectively message the benefits of selecting accounting as a major. Panelists will discuss the results of the CAQ’s recent market research findings aimed at better understanding the student mindset, motivations and priorities when making decisions about their careers. The CAQ is utilizing this research- which includes qualitative focus group data and quantitative survey data of almost 4,000 high school, community and four-year college students- in developing a targeted brand awareness campaign to reach underrepresented high school and college students, with the intent to increase the pipeline overall.


7.2 8:30-9:20 Show me the Money - Motivating Students in Introductory Accounting Courses

The presentation will introduce a teaching method applied in an introductory accounting course at SUNY Canton, which requires students to investigate a public company of their interest. By extracting data from SEC and open corporate information sources, each student is required to study a company’s business model, industry background, recent financial statements, and analyze vertical and horizontal financial ratios. In-person or video presentations will be delivered depending on course formats. The active learning experience link and verify lecture content with reality, which greatly motives students’ interests and engagement in accounting knowledge and career.


7.3 8:30-9:20 Creating and Teaching a Robotic Process Automation Course for Accounting Students

The presentation will outline the development of a new Robotic Process Automation elective class for AAS Accounting students in the Lone Star College System. This will include an overview of what Robotic Process Automation (RPA) technology is, plus how its use is growing and changing careers in the accounting industry. Part of the presentation will provide a demonstration of RPA technology completing an automated workflow. The presentation will conclude by sharing the experience of students who took this inaugural RPA course in Fall 2021.


7.4  8:30 - 9:20
 Student Engagement Tips:  Helping Students Learn


 Come learn strategies that should be used in teaching to help students learn. You will discover how to keep students motivated and engaged, especially online. You will understand how to teach to students with a wide range of abilities, and you will help students remember information long-term, not just for the test. This session is based on “Uncommon Sense Teaching” by Oakley, Rogowsky, and Sejnowski, which is backed by neuroscience about the brain and how students learn.


7.5 8:30-9:20 How to Incorporate Spatial Virtual Reality in the Classroom Virbela Frames 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 Virbela Frames.
How to create a free Virbela Frames account.
How to upload content (PDFs, images, and videos) to Virbela Frames.
 Essential classroom facilitation in Virbela Frames.

Understand Virbela Team Suites.


7.6 8:30-9:20 Invisible Diversity

Diversity is a hot topic in higher education and in our society; diversity is all around us whether we recognize it or not. This session will include topics such as the definition of diversity, what does diversity look like, how institutions seek to achieve diversity, and how all of this talk about diversity impacts the accounting profession, especially accounting students. In this engaging session, we will examine the stereotypes that exist about accountants and the accounting profession and how this serves as a potential barrier to being able to attract and recruit students into the world of accounting as a career choice. If you pay close attention, you may also discover that diversity is more than meets the eye. You may even leave the session with some ideas on how to dispel some of these stereotypes and help your students see the invisible diversity that exists in the accounting profession.


7.7 8:30-9:20 Sponsored Session - Pearson's Evolution of Engaging Resources for Instructors and Students

Come see new resources from the Pearson Accounting team. We'll show prototypes for new interactive assignment types, MyLab design and functionality improvements, discuss simulations, Excel resources, data analytics projects and more. Come see how we're developing content and technology that allows you to focus on teaching and your students to focus on learning.


       
       
  Session 8    
8.1 9:30-10:20 The Accounting Readiness Program:  An Inclusive Refresher to Level the Playing Field

Teachers of accounting at two-year colleges are tasked with creating an inclusive and engaging learning environment for all. Students often enter with varying levels of preparation and skills. Ideally, all students would enter their first accounting courses with a core knowledge of basic arithmetic, the ability to use a calculator, studying skills, and a basic knowledge of the business environment. Getting students to a level playing field at the beginning of the semester is one of the greatest challenges of teaching the beginning accounting course. The COVID-19 pandemic has exacerbated this issue, as many already vulnerable community college students have experienced challenges which may have impacted their learning and skill development in their last year or two years of high school. Complaining about the issue generally achieves nothing, so we have developed a beginning-of-the-semester mini-course that addresses key areas that we feel that some of our students need some refreshers. It’s called the “Accounting Readiness Program” and it is designed not as a remediation program aimed at certain students, but an inclusive refresher course that covers many areas, including a few areas where we do not expect students to have significant knowledge coming into class. Each module includes written text, images, and quiz questions. The medium for delivery can be at the faculty’s discretion, from using printed packets to embedding it into an online platform. The presentation at TACTYC would start with a discussion on what skills and knowledge that faculty members wish their students had, or had more of, coming into the first accounting course. Then, we will present the ARP module by module, showing what we felt were the areas that our students benefit from. Finally, we will conclude by discussing how the program could be improved to serve students at other institutions.


8.2 9:30 - 10:20
FREE Tableau Visualization Case with Mini Tutorials


Join our session and learn how to integrate a FREE Tableau Visualization Case into any financial/managerial accounting course. We will explore using Excel Filters and Pivot Tables to transform dirty source data into a clean data sheet that can then be analyzed. The Tableau 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 FREE data files being used in this seminar as well as the video and pdf mini tutorials can be downloaded and distributed to your students from the MarkFriedmanAccounting.com website.


8.3 9:30-10:20 Excel for Accounting - A Project Based Approach For this session we will demonstrate how we use Excel to further student accounting knowledge through the completion of projects. While some of the course projects do come from the textbook, we have developed several Excel projects to help students in computers and accounting as well as our managerial accounting courses.
8.4  9:30-10:20  Roundtable Discussions
 This session engages all participants in discussions about the most pressing teaching questions facing us today. The interactive format provides opportunities for all to exchange ideas, strategies, best practices, and resources. During the question debrief, group responses will be recorded and then shared
8.5 9:30-10:20
8.6   8.6A

9:30 - 9:50
NAEA

 

  8.6B
10:00- 10:20

Cengage
  8.6A - Sponsored Session: Career Opportunities in Tax Preparation and Representation


8.6B - Sponsored Session - Cengage - Closing the GAP: Using Online Platforms to Prepare Students for the Real-World with Cengage

 Coming soon.



It’s vital to prepare students with the skillsets needed in the industry. This starts with helping your students gain real-world experience and prepare to tackle the modern needs in accounting. Join this session to learn best practices with Cengage’s Online Learning Platform CNOWv2. Topics include new using new Data Analytics Cases, integrated Excel Online projects, new General Ledger software, and Blank-Sheet-of-Paper assignments to give students hands on experience and build their confidence.  Join us and learn more about how Cengage with CNOWv2 can close the gap between the classroom and the real world.


8.7 9:30-10::20 Sponsored Session - McGraw-Hill - Career Readiness in Accounting

Join us to learn how innovations in career readiness can truly engage your students, and make a difference in preparing students for their subsequent careers! Data Analytics, seamless access to Excel within our Connect platform, and teaching best-practices will be shared. All attendees will also walk away with some data-lectable swag!


       
       
  Session 9    
9.1  10:30-11:20  Hands on Learning Through Clubs and Volunteering  In this presentation we will show how participation in the FBLA-PBL Club and VITA Free Income Tax Preparation program helps students to more fully understand and appreciate the knowledge they gain in class. In addition, other benefits are gained: soft skills (professional dress, teamwork, and communication), critical thinking, and understanding the value of giving back to the community.

9.2 10:30-11:20 Games for Reinforcing Data Literacy in Accounting Classes In this session, we will be going through an overview of the data literacy skills that both students and faculty need in today’s world. We will talk about key terms and the four levels of data analytics. We will discuss the importance of data literacy in organizations and we will play several games that cover important data literacy topics. These games will be shared with you so you can play them in your own courses. 

9.3 10:30-11:20 Case Study for Introductory Accounting: Team Presentations “Careers Related to Accounting”  The structure and results of a capstone assignment, “Careers Related to Accounting,” completed in the Fall 21 semester by twenty-five student teams with the goal of increasing relevance, teamwork and engagement in their first Accounting course will be presented. A framework of Accounting’s Role in Society introduces the project. Teams then bid for their top choices of research and presentation of nine professions: Auditing, Tax, Forensic, Financial Advisor, Controllership, Entrepreneurship, Sustainability, Data Analytics and Cyber Security. Presentation specifications and templates define the 10-minute maximum recorded presentation. Required topics included application of the role in society, professional organizations, certifications, and ethical standards of each profession. A team charter defined roles and deadlines for the eight-week process and a self, team and project evaluation closed the capstone team project. Anonymous student survey results included high satisfaction on and significant increases in interest in the careers researched and presented in their section.

9.4
Internal Controls Illustrated Through Non-For-Profit Fraud Stories This presentation will show how the use of fraud stories can effectively engage students to help them understand the importance of internal controls. The underlying premise is that students are more interested in complex accounting issues when they are illustrated by relatable real-life stories. Simply put, students don’t want long Powerpoint lectures, they want to see two things in class: problems being solved, and simple stories (preferably about bad behaviour). Our Approach: The first step is to gather several recent stories from newspapers and online media about fraud at local not-for-profit organizations (charities, churches, home owner assoc, unions) where fraud was committed by a member of the board. Recent and local stories are sought as they are more relevant and easier to understand by students. Larger and older fraud stories (e.g. Enron) tend to be too complicated and irrelevant to younger students. Next, the class is divided into small groups, provided one article each, given a few minutes to read their article and then told to answer the following questions: (1) who is alleged to have, or convicted of, committing fraud; (2) who the victims were; (3) how much money was involved; and (4) how it could have been prevented. Each group then presents their findings and collectively create a list of preventative measures (e.g. multiple signatures, background checks, independent confirmations, etc.). The discussion then focuses on internal controls or technical problems (eg. bank reconciliations). The Fraud Triangle is also introduced to discuss underlying conditions for fraud . At TACTYC, we will run the presentation as a mock class. To demonstrate that this exercise can be regionalized, we have compiled several recent fraud stories from the Savanah area instead of those from our home city.

9.5 10:30-11:20 Students Create Their Own Exams

This is a new exam format that I’ve been using since Covid-19 started in March of 2020. I’ve been teaching at GRCC for 16 years and have had plenty of experience with McGraw-Hill’s online homework system (Connect). After years of listening to student complaints about issues with that system, the cost, and the overall consensus that it doesn’t really help students retain information long-term, I decided to stop using it. I also have no interest in posting my own exams online and proctoring them to prevent cheating. We are all adults and I’m assuming that students signed up for my course because they actually want to learn something. They say the best way to learn something is to teach it. That was my motivation behind creating this new exam format. For each exam, I post a rubric (checklist) on Blackboard that details everything I will be looking for in an exam. Students must create two Word documents for each exam. The first document will look a lot like an exam you might see in a face-to-face class where the problems are there with all of the information needed to solve them as well as any necessary charts that need to be filled out. The second document will look exactly like the first document except this time students will fill in all of the answers. Essentially, they are creating their own exam and then taking it. Some students prefer to learn all of the material and then create their exam. Others have found it easier to create the exam as they are learning the material. That is up to them to decide what works best. This exam format has been such a hit I am excited to share it with others who teach accounting!

9.6 10:30-11:20
9.7 10:30-11:20



Teachers of Accounting at Two-Year Colleges (TACTYC) - www.tactyc.org
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