Teachers of Accounting at Two-Year Colleges (TACTYC)

Abstract:
In this keynote, Ken Bouyer, EY’s Inclusiveness Recruiting leader, shares insights on evolving recruiting trends and the emerging skills for early‑career success in the professional services industry. A brief fireside chat will follow, highlighting perspectives faculty can use in conversations with their students.

Bio:
As EY Americas Director of Inclusiveness Recruiting, Ken develops and implements the recruiting strategy to build and attract the strongest talent from both traditional and nontraditional sources for EY Americas member firms. He frequently serves as a spokesperson on recruiting trends. Ken is a member of the Executive Leadership Council and serves on the Board of Trustees of Manhattan College, North Carolina A&T’s Dean’s Advisory Council and Arizona State University’s Accounting Advisory Board. He is a current corporate advisory board member of the National Association of Black Accountants and Association of Latino Professionals For America (ALPFA), earning ALPFA’s Lifetime Achievement Award. Ken is also a corporate advisory board member and President’s Award recipient of Ascend, a global network dedicated to the advancement of professionals in the workplace and on corporate boards. Ken is the past chair and current member of the American Institute of Certified Public Accountants’ (AICPA) National Commission on Inclusion and is a board trustee of the Higher Learning Commission. Previously, Ken was a board member and international president of Beta Alpha Psi and a board member and chair of the audit committee for the American Accounting Association. He has also served on the board of directors for the Federation for the Schools of Accountancy (FSA). Ken is a recipient of the FSA’s Practitioner Service Award for his distinguished service to the profession of accounting and accounting education. He was awarded the NABA’s Presidential Award for his extraordinary accomplishments and leadership in the accounting profession and his commitment to and support of NABA. Ken was also the recipient of the Harlem YMCA’s Black Achievers in Industry award and has been recognized by the Michigan Society of CPAs and the New Jersey State Society for his work.

FIRST CONCURRENT SESSION

10:00 AM – 10:50 AM

1.1 – Keynote Follow-up: Trends in Recruiting and Talent Development

Ken Bouyer and Tina Thompkins, EY Americas

NASBA Classification: Personal Development – 1.0

Abstract
Hear from EY Recruiting leaders and their team on current developments in recruiting. This session will also cover key takeaways for you to take back to your students when you return to campus.

1.2- Making Accounting Come Alive: Engaging Students Through Real-World Applications and Interactive Learning

Ernest Asare-Nkansah, Gwinnett College, GA

NASBA Classification: Accounting– 1.0

Abstract
Topic: Making Accounting Come Alive: Engaging Students Through Real-World Applications and Interactive Learning Session Description: As student attention becomes increasingly fragmented, the need for engaging and relevant instruction in accounting education has never been greater. This interactive session empowers educators with research-based strategies to transform abstract accounting concepts into dynamic, meaningful learning experiences. At the end of this session, participants will be able to: 1. Understand the role of active and contextual learning in improving accounting education. 2. Analyze a range of student engagement strategies and evaluate their impact. 3. Design a customized, application-focused learning activity that brings accounting concepts to life.

Bio
Ernest Asare-Nkansah is an accounting instructor at Georgia State University’s Perimeter College, Clarkston campus. He holds a BBA in Accounting and Finance from Georgia State University and an MPA from the University of West Georgia. For over a decade, he has taught introductory financial and managerial accounting, helping students from diverse backgrounds understand complex concepts and apply practical skills. He is passionate about making accounting engaging and relevant and strives to inspire future business professionals and equip them with the tools for success.

1.3 AI Hallucinations Exposed: Fundamentals First

John Wild, University of Wisconsin, Johnathan Wild, University of Wisconsin Parkside, WI

NASBA Classification: Information Technology – 1.0

Abstract
As AI shapes more of our world, teachers feel increasing pressure to update their methods. In this presentation, we argue that instructors do not need to abandon proven practices to respond to AI. A central issue is AI hallucination, which occurs when systems produce incorrect or misleading information. Because of this, students need a strong command of fundamental accounting principles. Without that foundation, they can be misled by AI-generated errors. AI tools are helpful supplements, but they cannot replace the critical thinking and judgment needed to succeed in accounting. By continuing to emphasize traditional instruction that centers on core concepts, instructors prepare students to evaluate, verify, and correct flawed AI outputs. This underscores a simple point: AI is not infallible, and human expertise remains essential.

Bio
Jonathan M. Wild teaches at the University of Wisconsin-Parkside, and I has also taught at Madison College and the University of Wisconsin-Madison. I regularly teach courses in financial accounting, managerial accounting, and intermediate accounting. I am a CPA and earned my PhD from Oklahoma State University. My current research projects focus on accounting transparency, corporate social responsibility, and joint venture formation. I previously worked at PwC in assurance services. I love to travel and explore new places.

1.4 Bringing Investing Into the Classroom

Kimberly Young, Greenville Technical College, SC

NASBA Classification: Accounting – 1.0

Abstract
Investing can be a challenging concept for students to fully grasp. In this interactive session, you’ll explore creative, hands-on activities that make investing concepts come alive. You’ll leave with several ready-to-use examples and resources you can implement in your classroom right away.

Bio
I am a CPA, Department Head of Accounting, and accounting professor with a passion for teaching at the two-year college level. In addition to my administrative and teaching roles, I am also an author focused on creating resources that make personal finances and investing engaging and accessible. I enjoy bringing financial topics—such as investing, personal finance, and entrepreneurship—to life through interactive activities and real-world applications. My goal is to equip students with both technical skills and confidence while supporting fellow educators with practical strategies they can implement immediately in their own classrooms.

1.5 – The Psychology of Giving Students Feedback

Donna McGovern, Compton College, FL

NASBA Classification: Personal Development – 1.0

Abstract
As we grade, we provide feedback to our students. The tendency is to provide feedback for incorrect answers. I just heard from a student that they'd like to hear more details of why they got a GOOD grade. In my talk, I would explore this request by looking at the psychology of feedback. Introduction Brief explanation of the psychology of feedback
Anticipated results of giving feedback for poor answers
Anticipated results of giving feedback for good answers (The difficulty of doing this with debits and credits)
Recommendations (what I plan on doing)
Audience ideas and participation

Bio
I've presented at TACTYC conferences many times. It's a great place to explore ideas. My BS degree is in accounting, and that is what my career has focused on. Before I opened my business, I was the controller for a baby-bedding manufacturer. I have an MBA from USC and am a licensed attorney in CA. Accounting is still my first love, though I don't teach it as often as I'd like to. In 1995, I started my consulting business, and it is still open for business after 30 years. I am proud of that.

1.6 – Tax Case Studies: Communication and Ethics

Gregory Carnes and Suzanne Youngberg, University of Northern Alabama, AL and Northern Illinois University, IL

NASBA Classification: Tax – 1.0

Abstract
Providing Effective Communication: Successful tax professionals must deliver information in a concise, but informative way while sometimes dealing with ambiguity. A tax professional also must evaluate various alternatives for a client and communicate possible outcomes. Students will develop better written communication skills by completing the Communication exercises that we will provide at this session. Ethics and Professional Responsibility: Tax professionals have ethical and professional responsibilities to which they must adhere as provided in the IRS’s Circular 230 and the AICPA’s Statements on Standards for Tax Services (SSTS). Tax professionals will encounter areas of tax law that are ambiguous, and they must balance their commitment to their client while ensuring that they uphold the professional responsibility expectations of the profession. Students will gain a better understanding of their ethical responsibilities by completing the Ethics and Professional Responsibility applications that we will provide at this session.

Bio
Gregory Carnes
Dr. Gregory Carnes served as Dean of the Sanders College of Business and Technology for 11 years and serves as Raburn Eminent Scholar of Accounting at the University of North Alabama. Dr. Carnes is a national academic leader, having served on the boards of numerous academic organizations. He has authored tax material for CPA Review courses for over 20 years, and has delivered tax training for accounting firms and approximately twenty accounting state societies. He has authored two tax textbooks (co-authored by Suzanne Youngberg), and has published approximately thirty articles in leading academic and professional journals.

Suzanne Youngberg
Suzanne Youngberg joined the faculty at Northern Illinois University as a full-time member in 2000 and is currently teaching in the accounting graduate and undergraduate programs. Prior to coming to NIU, she worked for five years in the tax department of a medium-sized public accounting firm and then maintained her own tax practice for 30 years specializing in individual and small business compliance and strategic tax planning. Suzanne also has co-authored two tax textbooks with Dr. Greg Carnes for Wiley, Fundamentals of Taxation: Individuals and Business Entities, and Taxation of Business Entities.

1.7 - Connecting Community College Students to Accounting Careers: The Emerging Scholars Program - Sponsor Session - Beta Alpha Psi

Pat Poli

NASBA Classification: Accounting – 1.0

Abstract
Founded in 1919, Beta Alpha Psi is an international academic honor organization in accounting and related fields that works with faculty to recognize student achievement in ways that complement academic programs. Learn how Beta Alpha Psi’s Emerging Scholars program can connect community college students to the accounting profession through early exposure, mentorship, networking, and other career-focused opportunities

Bio
Poli Bio: Dr. Patricia M. Poli, CPA, is Associate Professor Emerita of Accounting at the Dolan School of Business, Fairfield University. Pat is the Immediate Past President of Beta Alpha Psi, an international academic honor organization for financial information professionals. Pat has been involved in many professional and educational organizations, including council member of the AICPA and President of the Connecticut Society of CPAs. She served on the American Accounting Association (AAA) Board of Directors as its Director-Focusing on Segments and as a member of the AAA Council and its Chair. Pat received her BS in accounting from the University of Connecticut and a Ph.D. from New York University.

SECOND CONCURRENT SESSION

11:00 AM – 11:50 AM

2.1 – Two Year Bridge Symposium: Lessons Learned and the Future

Bette Kozlowski, KPMG
Panalist: Amy Monson (St Louis Community College), Bryant Bernal (AAA), Kristy Chernick (Deloitte)

NASBA Classification: Accounting – 1.0

Abstract
The AAA Foundation and sponsoring organizations will have delivered the Two-year Bridge program on November 14, 2025 in 32 office locations. This session will include various stakeholders (AAA Foundation, State society, two year college faculty, student attendee, sponsor rep) to discuss successes, insights, and areas to grow to continue to enhance student opportunities and the pipeline. Data will be shared on number of applicants, student perceptions/reactions. Discussion will focus on continuing enhancements and will solicit attendee comments and ideas. We will discuss how this program can support the two year college faculty and ensure they are aware of the program purpose, deliverables and classroom resources.

Bio
Bette is a national director with KPMG’s talent acquisition, responsible for faculty and academic relations. Bette was an audit senior manager, serving clients in the manufacturing and higher education industries. Bette develops and executes faculty strategy, coordinating academic research projects, curriculum development and conferences. Bette is a liaison with the Center for Audit Quality, the KPMG U.S. Foundation, the PhD Project, and KPMG’s Global Solutions Group. Bette is on the FASO executive committee and is a member of the high school working group. She is also the lead firm representative on the planning committee for the two year bridge program.

2.2 – Guardians of Integrity: Preparing Future Leaders to Detect and Prevent Fraud

Kristin Martin, Franklin University, OH

NASBA Classification: Accounting – 1.0

Abstract
This presentation addresses corporate governance, fraud, and ethics while introducing technology-enhanced methods for teaching students in higher education how to identify and mitigate these risks. Using landmark fraud cases such as WorldCom, Theranos, and FTX, students examine how governance failures—including weak boards, compromised auditors, and misaligned incentives—enable misconduct. The presentation reviews governance structures and legal frameworks, including SOX, Dodd-Frank, and OECD principles. To strengthen student engagement, technology integration is applied throughout: interactive data visualizations illustrate fraud patterns, AI-driven tools simulate fraud detection, and digital collaboration platforms support case study discussions. Virtual simulations and role-play activities enable students to adopt the perspectives of directors, auditors, and regulators, thereby reinforcing the application of ethical decision-making. By combining foundational governance principles with innovative instructional technologies, this approach cultivates students’ ability to evaluate fraud risks and prepares future leaders with the analytical and ethical frameworks required to uphold organizational integrity.

Bio
Dr. Kristin Martin is the MBA Program Chair at Franklin University (OH). Dr. Martin currently facilitates graduate courses in Finance, Economics, and Corporate Strategy. She was named one of the Top 100 Visionaries in Education by GFEL in 2021. Previously, as MBA Director at Columbia College (SC), she developed an online MBA program. With 30+ years of experience in the financial industry, including a decade at the Federal Reserve Bank of Richmond, she has held various positions in compliance, audit, and senior financial analyst roles. Dr. Martin holds a DBA, an MBA, and a BS in Finance.

2.3 Teaching in the Age of AI

Mark Edmonds and Carolyn Christesen, University of Alabama Birmingham, AL and SUNY Westchester, NY

NASBA Classification: Information Technology – 1.0

Abstract
We invite you to join an open forum on teaching in the age of AI. As this technology rapidly gains prominence, educators face new challenges and opportunities in the classroom. This session seeks your active participation in exploring key questions, including: (1) Have you modified your approach to assessment in response to AI? (2) Should students be permitted to use AI in completing assignments? and (3) In what other ways have you adjusted your teaching practices to reflect the impact of AI? In addition to these guiding questions, we welcome contributions from the audience and encourage you to bring your own insights and materials that might enrich the conversation. Please come prepared to share your experiences and perspectives as we work together to better understand how AI is reshaping the teaching and learning environment.

Bio
Mark Edmonds
Mark A. Edmonds, Ph.D., CPA, is an Associate Professor in the Department of Accounting and Finance at the University of Alabama at Birmingham. He teaches courses in financial accounting, managerial accounting, and data analytics. Dr. Edmonds began his career in assurance services with the global accounting firm Ernst & Young and is the author of four accounting textbooks published by McGraw-Hill. He currently serves as a member-at-large on the TACTYC Board.

Carolyn Christesen
Carolyn Christesen is a New York CPA and accounting educator at Westchester Community College, where she’s taught since 1998. She holds BBA and MBA degrees in Public Accounting from Pace University and a master’s in educational technology from Eastern Connecticut State University. Carolyn received the J. Michael and Mary Anne Cook Prize, the SUNY Chancellor’s Award for Excellence in Teaching, and the WCC Foundation Teaching Excellence Award. She is an active member of the American Accounting Association and and has served on the TACTYC board since 2020. Her career includes teaching at Pace University and auditing work at KPMG. Carolyn lives in Connecticut with her husband and loves spending time with him, their three daughters and six grandchildren.

2.4 – Building Managerial Accounting Through Real-World Cost Analysis Investigation

Kwohn Whittaker, Austin Community College, TX

NASBA Classification: Accounting– 1.0

Abstract
This session explores how a real-world construction case study can be used to analyze and evaluate key managerial accounting concepts. Participants will examine how students analyze construction costs, evaluate appropriate classifications (Direct Materials, Direct Labor, Manufacturing Overhead, and Period Costs), and interpret cost behavior patterns to determine Prime Cost, Conversion Cost, and Total Manufacturing Cost. The activity challenges students to apply accounting reasoning to real business scenarios, strengthening critical thinking, and supporting informed managerial decision-making.

Bio
Kwohn R. Whitaker is an experienced educator and academic leader with over 22 years in education. He began his career teaching high school Algebra I for 12 years before transitioning to higher education, where he has spent the past decade teaching Accounting at Blinn College. For the last four years, Kwohn Whitaker has served as Department Head for Accounting and Business, providing leadership in curriculum development, faculty support, and student success initiatives. He is currently completing his Doctorate in Education and is expected to graduate in December 2026.

2.5 – Professional Soft Skills for Intro Courses

Wendy Tietz and Rachel Gambol, Kent State University, OH and University of Tampa, FL

NASBA Classification: Personal Development – 1.0

Abstract
Communication, business attire, problem solving, and professionalism—for graduates entering the workforce. Yet faculty often struggle with how to meaningfully integrate these skills into introductory business and accounting courses that already feel content-heavy. This session introduces a flexible set of short, engaging activities designed to help students practice and strengthen professional skills while reinforcing core course concepts. Activities include role plays, written and verbal communication comparisons, workplace etiquette scenarios, decision-making challenges, and professional attire “this or that” exercises. Each activity is classroom-tested, adaptable across disciplines, and scalable for large or small classes. Session participants will experience selected activities firsthand, discuss strategies for embedding them into existing courses, and leave with a set of ready-to-use materials. By integrating professional skills into introductory courses, educators can better prepare students for career success without sacrificing important technical content.

Bio
Wendy Tietz
Dr. Wendy Tietz, CPA, CMA, CSCA, CGMA, CITP, is an accounting professor at Kent State University in Ohio. She teaches introductory financial and managerial accounting in a variety of formats. She also teaches advanced management accounting and advanced accounting analytics and technology. Dr. Tietz has received several national teaching awards, and is the co-author of three introductory accounting textbooks. She is passionate about teaching accounting and using educational technology to enhance student engagement. Dr. Tietz regularly presents at conferences throughout North America on various topics including AI, data analytics, and engagement strategies.

Rachel Gambol
Rachel Gambol is a CPA and a full-time accounting instructor at The University of Tampa, specializing in financial and managerial accounting, intermediate accounting, and auditing. In addition to teaching, she works at Progressive, where she is part of the supplier risk management team and has over 20 years of experience in internal audit, risk management, and Sarbanes-Oxley compliance.

2.6 – Three Things to Increase Student Engagement

Debbie Porter, Tidewater Community College, VA

NASBA Classification: Personal Development – 1.0

Abstract
Keeping students engaged in accounting classes seems harder than ever. This session will cover how student participation has increased using music, spreadsheets and artificial intelligence activities. Music can be used to connect with students and make accounting more fun. Spreadsheets are a staple of the accountant but also help students visualize concepts and work through longer processes in a logical manner. Spreadsheets skills are important for both accounting and non-accounting students. AI can be used to enhance student understanding and critical thinking in posting, financial statements, budgets, and more. As a bonus, additional tips will be provided for how you can use AI to make your teaching tasks a little easier.

Bio
Debbie Porter has been teaching at Tidewater Community College in Virginia for 18 years. Her previous work experience includes financial accounting, managerial accounting, audit, and accounting software consulting. She has worked to create open-education resources for Principles of Accounting I and II and has used them for over 10 years. She constantly works to improve the student’s learning experience and tries to create engaging activities for all students rarely doing the same thing twice.

2.7 – From Syllabus to Success - Sponsor Session - RSM US LLP

Shalyce Adamson and Meredith Beal

NASBA Classification: Accounting – 1.0

Abstract
Not every student has the time, access, or ability to pursue internships or co‑ops in their desired field. That’s okay! There are many meaningful ways for students to build experience that don’t require a formal placement or a paycheck. Join us for an engaging session with recruiting professionals who will share what they look for on a resume. You’ll walk away with practical, easy‑to‑implement ideas you can weave directly into your syllabus to strengthen student confidence and career readiness timeline.

THIRD CONCURRENT SESSION

1:20 PM – 2:10 PM

3.1 – What’s Next for Accounting Education?

Jeff Jones, Auburn University

NASBA Classification: Personal Development – 1.0

Abstract
Accounting education is at a turning point. With many states eliminating the 150-hour requirement, programs face increasing pressure to equip students with both technical expertise and career-ready skills. At the same time, technology is transforming business through the use of data analytics tools as well as the integration of artificial intelligence (AI). Now, more than ever, it is critical that educators adapt their teaching strategies to not only keep students engaged in the classroom but also to prepare them for their careers in accounting and business. The session will highlight strategies for keeping students engaged, leveraging technology effectively, and providing students with the critical thinking skills needed for tomorrow’s workplace. Specifically, it will demonstrate how the use of data analytics tools (e.g., Tableau, Excel) can help students build an analytics mindset and will provide examples of how AI can be a teaching aid instead of a roadblock to learning.

Bio
Dr. Jeff Jones is an Associate Professor of Accounting in the School of Accountancy at Auburn University, where he teaches financial accounting and applied financial research. He received his Bachelor’s in Accounting and Master of Accountancy degrees from Auburn University and his Ph.D. from Florida State University. Dr. Jones has received numerous teaching awards and has made numerous presentations around the country on research and pedagogical issues. Dr. Jones has public accounting experience as an auditor with Deloitte and Touche and holds a C.P.A. certificate in the state of Alabama (inactive).

3.2 – The Power of Praise and How to do it Right!

Connie Belden, Butler Community College, KS

NASBA Classification: Personal Development – 1.0

Abstract
Increasing student success and creating better relationships in the workplace are important to us, but how do we do that? One way is with the Power of Praise! Praising your students and others that you work with can increase student learning and improve relationships with those around you. Praise is more than just "good job" and "thank you". We will discuss reasons why you should praise, how to praise effectively and with a growth mindset, and how the attitudes and growth of your students change for the better with praise. Oh, yes, we will also discuss how to motivate students to a growth mindset when they may not be doing their best.

Bio
Connie Belden received her MBA from Wichita State University and a Master's in Educational Leadership from Kansas State University. She is a professor and department chair of Accounting & Business Administration at Butler Community College. Connie is a certified Quality Matters Master Reviewer and serves on the College Curriculum Team. Connie has received several teaching awards, including Butler's Master Teacher in 2015, the 2018 Teaching Excellence Award for Region 5 of ACBSP, and the 2020 Cook Award from the American Accounting Association. She is a TACTYC board member and is a co-author for Cengage's "College Accounting" textbook.

3.3 – News or Nonsense? AI and Critical Thinking

Wendy Teitz and Tracie Miller, Kent State University, OH and Franklin University, OH

NASBA Classification: Information Technology – 1.0

Abstract
Our project, Critical Thinking, Professional Skepticism, and Ethics in the Age of Generative AI, provides a wide range of classroom activities for introductory financial and managerial accounting. These activities are designed to help students build habits of questioning, analysis, and ethical reasoning in an AI-enabled world. For example, in News or Nonsense, students watch a short video clip of a financial “news” story and decide whether it is credible or misleading, prompting them to challenge assumptions and evaluate information carefully. In total, we have developed more than 15 types of activities for each accounting topic, such as identifying missing information, correcting errors in AI-generated journal entries, and analyzing overly optimistic financial scenarios. With 12 topics in both financial and managerial accounting, the collection includes over 300 activities that are engaging, modular, scalable for large classes, and free for faculty to adapt to their own courses.

Bio
Wendy Tietz
Wendy Tietz, PhD, CPA, CMA, CITP, is a professor of accounting at Kent State University in Ohio. She teaches introductory financial and managerial accounting and advanced accounting analytics and technology. Dr. Tietz is the recipient of several national teaching awards. She is an author of three introductory accounting textbooks with Pearson Education and is passionate about student engagement and technology.

Tracie Miller
Dr. Tracie L. Miller, PhD, CPA, is an accomplished accounting educator, administrator, and professional leader. She serves as Program Chair of Accounting at Franklin University, leading undergraduate and graduate programs, and also teaches as an adjunct professor at Austin Community College. She is currently president of TACTYC and has held leadership roles with TXCPA, AICPA, and AAA. Dr. Miller has received multiple awards for her professional and educational contributions and is the author of Principles of Accounting and Survey of Accounting, both published by Pearson.

3.4 – Personal Finance in Financial Accounting

Patrick Grewe, Tarrant County College, TX

NASBA Classification: Accounting – 1.0

Abstract
This session will provide ideas and areas of opportunity for incorporating short, punchy personal finance lessons into Financial Accounting and Intro to Accounting courses. Students spend a lot of mental energy thinking about money, and as trusted experts, we are well positioned to explain core personal finance principles in clear, approachable terms. Addressing what matters most to students drives engagement and creates opportunities for introducing accounting careers as a pathway to financial stability.

Bio
Patrick Grewe is an Instructor of Accounting at Tarrant County College in Hurst, Texas. Prior to teaching, he worked as a CPA in the corporate tax departments of several large, publicly traded companies in the Dallas-Fort Worth area. He has a keen interest in his students’ futures and generally (and genuinely) enjoys interacting with them.

3.5 – Payroll Accounting Approaches/Legislative Update

Eric Weinstein, Suffolk County Community College, NY

NASBA Classification: Accounting – 1.0

Abstract
To teach payroll accounting effectively an educator must ensure that students not only comprehend the reasons behind payroll laws and tasks but also possess the ability to complete the necessary forms and calculations. It can be difficult to strike the right balance between theory and practice in this course. While both these components are necessary, I believe there are specific approaches that maximize the likelihood of students both understanding and retaining the course content. This presentation will provide several suggestions for effectively teaching payroll accounting. It will also focus on recent changes to payroll accounting brought about by the One Big Beautiful Bill Act, and the impact that these changes have on classroom teaching. The intention is for the presentation to be interactive as practical techniques will be illustrated, and attendees will be invited to share their experiences and best practices.

Bio
Eric A. Weinstein (MBA, CPA) is a Professor of Business Administration at Suffolk County Community College on Long Island, NY. Eric graduated Summa Cum Laude from Georgetown University in 1999, and in 2004 earned an MBA from the Fuqua School of Business at Duke University. Eric was the recipient of the State University of New York Chancellor’s Award for Excellence in Teaching, was a practicing Certified Public Accountant in New York for over ten years and is the author of multiple college textbooks covering accounting, business, and computing.

3.6 – How to Incorporate the FMAA in Your Classes

Amy Ford, Augustana College, IL

NASBA Classification: Personal Development – 1.0

Abstract
The Financial and Managerial Accounting Associate (FMAA) is the new certification from the Institute of Management Accountants (IMA). Accounting provides a bright path with many opportunities for students to build a secure future. It is our job as educators to encourage and build confidence early. The FMAA provides an excellent opportunity to encourage introductory accounting students to earn their certification and start on the journey towards becoming an accountant. Amy Ford, CPA, CMA, FMAA discusses her own experience with FMAA and the impact it had on her students when she incorporated the FMAA exam into her classes. Educators will gain valuable insights from Amy's experience and tips for how to bring FMAA into their classrooms.

Bio
Amy Ford, CMA, FMAA, CPA is an assistant professor at Augustana College in Rock Island, Illinois. Amy specializes in financial and managerial accounting. Amy won a Certificate of Distinguished Performance for earning a top CMA exam score. In 2024, Amy sat for the IMA's new FMAA exam and earned a perfect score.

3.7 – Becker’s Two-Year College Partnership Program - Sponsor Session - Becker Professional Education

Amy Johnson

NASBA Classification: Accounting – 1.0

Abstract
Please join us to learn more about Becker’s products, resources, and on the ground support for our two-year college partners. We offer exam review courses for CPA, CMA, EA and CIA, as well as free test banks, tracking tools, and implementation strategies to help your students succeed. We also offer supplemental curriculum content for AI, Excel, data analytics, emerging technologies, professional development, ethics, and other accounting topics. Becker is rooted in a tireless commitment to student success; achieved by crafting personalized learning experiences and innovative technologies. Discover why more than 1 million CPA candidates have chosen Becker for nearly seventy years. Learn more about Becker Professional Education at www.becker.com.

FOURTH CONCURRENT SESSION

2:20 PM – 3:10 PM

4.1 – Coaching Beyond the Classroom

Roshelle Overton, Central New Mexico Community College, NM

NASBA Classification: Personal Development – 1.0

Abstract
"Coaching in the Classroom" flips the traditional teaching script by turning instructors into motivational gurus, part-time therapists, and full-time cheerleaders—minus the pom-poms (unless budget allows). Instead of barking orders or drowning in red ink, instructors channel their inner life coach, asking powerful questions like, “What’s your goal for this accounting test?” and “How does that make you feel about the accounting equation?” With a mix of pep talks, goal-setting, and enough active listening to rival a TED Talk, this approach helps students build confidence, resilience, and maybe even enjoy accounting *gasp*—without needing a miracle or an extra credit bribe.

Bio
Roshelle serves as Associate Dean for the Accounting, Economics, and Finance programs at Central New Mexico Community College. Roshelle began her career in education at the ripe age of 8 years old when she used to teach her next door neighbor how to calculate math problems during “summer school” or what her parents would call play time! Little did her parents know that 25 years later she’d be fully immersed in the throes of higher education. When not at work, she enjoys watching football and reality tv, laughing uncontrollably, playing with her dogs, and spending time with other humans.

4.2 – QuickBooks Online: New Integrated Experience

Matthew Lowenkron, Glendale Community College, AZ

NASBA Classification: Information Technology – 1.0

Abstract
Intuit made substantial changes to QBO’s platform. In this presentation, Matthew focuses on the new features; for example, app carousel, software tools, streamlined workflows, improved charts and graphs, and how artificial intelligence influenced these changes. In addition, the value of budgeting to make informed decisions is emphasized. Automated features in QBO are demonstrated to easily create various reports to track income and expenses for achieving specific financial objectives.

Bio
Matthew Lowenkron is a full-time faculty member at Glendale Community College in Arizona. He teaches Computerized Accounting, Managerial Accounting, Business Communication, and Income Tax Preparation. Previous to teaching, he worked as a tax accountant and is an enrolled agent. Matthew is a coauthor on the textbook, Computerized Accounting with QuickBooks Online, 2025 Release. Matthew earned his BSBA degree in Management at Northern Arizona University and completed his post-baccalaureate in Accounting at Arizona State University.

4.3 – AI as a Teaching Partner: Enhancing Student Engagement and Faculty Productivity

Cathy Scott and Markus Ahrens, University of North Texas Dallas, TX and American Accounting Association, FL

NASBA Classification: Information Technology – 1.0

Abstract
Generative AI is rapidly transforming education, offering opportunities to enhance both teaching and learning. This session explores practical strategies for integrating AI into accounting courses while maintaining ethics, privacy, and academic integrity. Faculty will learn how AI can serve as a co-creator, streamlining grading, feedback, and resource development, while also boosting student engagement through prompt-driven creativity, gamification, and personalized learning paths. The session highlights model course policies, disclosure practices, and examples of how to guide students in developing AI fluency, including spotting errors, evaluating sources, and strengthening critical thinking skills. Participants will also discover tools to increase faculty productivity. Attendees will leave with actionable ideas and safeguards to responsibly incorporate AI in their courses. Positioning it as a teaching partner that supports efficiency, creativity, and integrity.

Bio
Cathy Scott
Cathy Scott is the Inaugural Director of the Center for Innovation in Teaching and Learning and Associate Professor of Accounting at the University of North Texas at Dallas. A nationally recognized educator, she is passionate about advancing accounting education, leveraging technology, and creating inclusive learning environments. Dr. Scott has authored three college accounting textbooks and co-founded TeachingAndLearningToolbox.com. Her scholarship explores innovative technologies, including AI, data analytics, neurodiversity, and SoTL. She has received numerous awards, including the AAA/EY Foundation Innovation in Education Award, the AICPA Bea Sanders Teaching Innovation Award, and the AAA/Deloitte Foundation J. Michael and Mary Anne Cook Prize.

Markus Ahrens
Markus Ahrens, PhD, CPA, CGMA, FMAA, is the Senior Director of the Global Center for Advancing Accounting Education at the American Accounting Association (AAA). Previously, he served as a Professor of Accounting and Finance and District Department Chair at St. Louis Community College and was an Adjunct Professor in the Master of Health Administration program at Saint Louis University for 19 years, with additional accounting and finance industry experience. A licensed CPA and CGMA, Markus has received numerous national and state honors for teaching excellence and innovation, including the 2016 AAA/J. Michael and Mary Anne Cook/Deloitte Foundation Prize, the AAA and EY Innovation in Accounting Education Award, multiple AICPA Bea Sanders Innovation Awards, and the Missouri Society of CPAs Outstanding Educator of the Year Award. He has held extensive leadership roles within the AAA, AICPA, and MOCPA, including serving as 2023 Chair of the MOCPA Board of Directors, and continues to contribute to the profession through board service and national leadership in accounting education.

4.4 –Personal Finance Through Students' Journeys

Martina Peng, Franklin University, OH

NASBA Classification: Accounting – 1.0

Abstract
This session will share best practices for teaching an introductory personal finance course that uses a project-based learning approach. Instead of simply studying concepts in theory, students apply financial planning principles directly to their own lives. Each week they work on one area of their personal finances, including credit management and debt, financial health assessment, tax strategies, insurance needs, investment planning, retirement preparation, and estate planning basics. These weekly assignments build into a comprehensive project that reflects their individual financial picture. By engaging with their own circumstances, students gain meaningful, practical insights and take ownership of their financial decision making. This approach not only strengthens understanding of key personal finance concepts but also equips students with skills to make informed financial choices. Faculty attending this session will leave with strategies to incorporate project-based, applied learning into their own accounting and finance courses to enhance student engagement and real world readiness.

Bio
Dr. Martina Peng, CFP®, NSSA® is dedicated to advancing financial planning education and empowering individuals to make informed financial decisions. She has taught for 17 years at Franklin University, where she leads efforts to prepare the next generation of financial professionals. Dr. Peng also serves in multiple leadership roles with the Financial Planning Association, contributing to initiatives that strengthen the profession. A frequent speaker on financial planning topics, she shares her expertise on retirement, Social Security, investment strategies, and financial literacy. Her work bridges academia and practice, combining education, community service, and professional leadership.

4.5 – Tax Update

Doug Kelley, San Diego State University, CA

NASBA Classification: Tax – 1.0

Abstract
This session will cover major federal tax law updates including OBBBA as enacted. All inflation adjustments and the parts of OBBBA enacted in 2026 will be covered in detail. Any significant tax legislation in anticipation of the midterm elections will be covered also.

Bio
Doug Kelley is a lecturer in the Charles W Lamden School of Accountancy at San Diego State University where he received his MSA, teaching in individual and business tax areas. He is the co-founder of My CPA Hub, Inc. which provides bookkeeping, tax preparation, consulting, and financial statement compilation services. Kelley has edited leading textbooks covering topics in individual income tax areas.

4.6 Preparing for Gen Alpha on Campus

Rachel Pauletti, Forvis Mazars

NASBA Classification: Personal Development – 1.0

Abstract
As colleges and universities navigate the demographic cliff and other enrollment challenges, being ready for the next generation is more important than ever. In this session, Forvis Mazars will explore how colleges can prepare for Generation Alpha (Gen Alpha)—students born between 2010 and 2025—whose expectations are reshaping higher education. Learn about Gen Alpha’s digital-first mindset, including preferences for seamless connectivity, mobile-first platforms, and smart campus features. We’ll highlight the importance of personalized, on-demand learning experiences, proactive wellness and mental health support, and equitable access to resources. In addition, gain insights into innovative campus strategies, such as integrating artificial intelligence (AI), upskilling faculty, and designing collaborative spaces, as well as fostering authentic social connections and preparing students for future careers in a rapidly evolving workforce. Institutions that invest in digital transformation, wellness, equity, and innovative learning will be well positioned to engage Gen Alpha and lead the future of higher education.

Bio
Rachel Pauletti leads the higher education consulting practice at Forvis Mazars, advising institutions on financial health, strategy, and organizational effectiveness through a data-driven, people-centered approach. She brings deep experience as both a strategy consultant and an academic, having led strategic plans, program reviews, and compensation studies for a wide range of colleges and universities. Prior to consulting, Rachel was an associate professor of psychology, where she directed graduate programs, supported accreditation, and led institution-wide initiatives. She holds a Ph.D. in psychology and is a frequent speaker at higher education conferences.

4.7 – Building Introductory Courses for Today’s Students - Sponsor Session - McGraw-Hill

Wayne Thomas

NASBA Classification: Accounting – 1.0

Abstract
Students increasingly question the value of a college degree, while employers express concern that graduates lack job-ready skills on day one. In response, accounting educators can design courses that better meet the needs of today’s students. In this session, Wayne Thomas will share auto-graded assignments that can be easily integrated into introductory accounting courses, including AI-based cases, data analytics, real-world financial statements, general ledger software, critical thinking, and professional judgment. These assignments will help spark students’ interest in accounting, broaden their perspectives on the profession, and better prepare them for day-one success in their careers.

FIFTH CONCURRENT SESSION

3:40 PM – 4:30 PM

5.1 – Scoop by Scoop: Learning Process Costing

Erin Hall and Nicole Johnson, Wake Technical Community College, NC

NASBA Classification: Accounting – 1.0

Abstract
Teaching process costing can feel abstract when limited to textbook problems, but this activity makes the Weighted Average Method tangible. Instructors guide students through a hands-on simulation where trail mix is produced across two departments, with units added, transferred, and left in work in process. Each scoop represents the flow of costs, allowing students to actively experience the concepts of equivalent units, cost assignment, and department transfers. For instructors, this activity is simple to implement with inexpensive materials such as cereal, raisins, and measuring scoops. It can be completed in one class period and followed by traditional problem sets to reinforce learning. By engaging multiple learning styles (kinesthetic, visual, and collaborative), this approach not only deepens student comprehension but also makes a challenging managerial accounting topic memorable and fun to teach.

Bio
Erin Hall
Erin Hall is an Associate Professor of Accounting at Wake Technical Community College in Raleigh, North Carolina. She is a licensed CPA and holds a Master of Accounting from North Carolina State University and a B.S. in Accounting from Meredith College.

Nicole Johnson
Nicole Johnson is also an Associate Professor of Accounting at Wake Technical Community College. She earned her Master of Accounting from the University of Phoenix, a B.S. in Communication and Media Studies from Indiana University–Purdue University Fort Wayne, and a B.S. in Communication from Arizona State University.

5.2 – Elevating Teaching Excellence: Insights from Cook Prize Winners & AAA/FASO Resources

Markus Ahrens, Cathy Scott, Robyn Barrett, and Teresa Thompson; American Accounting Association, FL, University of North Texas, TX, St. Louis Community College, MO, and West Valley College, CA

NASBA Classification: Accounting – 1.0

Abstract
This session highlights exceptional teaching practices through reflections from recipients of the AAA/J. Michael and Mary Anne Cook/Deloitte Foundation Prize—the foremost recognition of individuals who consistently demonstrate the attributes of superior teaching in accounting. Designed to recognize, inspire, and motivate educators, the Cook Prize offers a powerful lens into what teaching excellence looks like in practice. Participants will explore proven strategies used by award-winning educators to engage students and enhance learning outcomes, while also being introduced to AAA/FASO resources that help translate inspiration into effective, everyday teaching practices.

Bio
Markus Ahrens
Markus Ahrens, PhD, CPA, CGMA, FMAA, is the Senior Director of the Global Center for Advancing Accounting Education at the American Accounting Association (AAA). Previously, he served as a Professor of Accounting and Finance and District Department Chair at St. Louis Community College and was an Adjunct Professor in the Master of Health Administration program at Saint Louis University for 19 years, with additional accounting and finance industry experience. A licensed CPA and CGMA, Markus has received numerous national and state honors for teaching excellence and innovation, including the 2016 AAA/J. Michael and Mary Anne Cook/Deloitte Foundation Prize, the AAA and EY Innovation in Accounting Education Award, multiple AICPA Bea Sanders Innovation Awards, and the Missouri Society of CPAs Outstanding Educator of the Year Award. He has held extensive leadership roles within the AAA, AICPA, and MOCPA, including serving as 2023 Chair of the MOCPA Board of Directors, and continues to contribute to the profession through board service and national leadership in accounting education.

5.3 – AI Assignments: Real World and Auto Gradable

Wayne Thomas, University of Oklahoma, OK

NASBA Classification: Information Technology– 1.0

Abstract
In this session, I’ll share new AI assignments that I use in my Financial Accounting class. You’ll see how AI provides the opportunity to ask new types of questions, helping students better understand the functions of accounting and connecting them to real-world decisions. The assignments are auto-gradable, providing an easy way to offer them to your classes, regardless of the class size. I will also discuss how AI can be useful in helping to generate real-world material for in-class discussion and student engagement.

Bio
Wayne Thomas is the David Steed Chair and Professor of Accounting at the University of Oklahoma, where he has been on the faculty since 2000. He graduated with his bachelor’s degree from Southwestern Oklahoma State University, and his Master’s and PhD from Oklahoma State University. He enjoys teaching financial and intermediate accounting to undergraduate and graduate students. His research interests include accounting information in capital markets, techniques used by managers to manipulate earnings, the importance of financial disclosures, and analysis of financial statement. He has been married to Julee since 1990, and they have four children and four grandchildren.

5.4 – From Disconnected to Invested: A Case Study

Julie Duncan, Lone Star College, TX

NASBA Classification: Personal Development – 1.0

Abstract
Online students often feel isolated and disconnected—but what if financial literacy could be a bridge to community, confidence, and financial independence? This session shares the creation and growth of a virtual student investment club with primarily first-generation college students. The online investment club is now in its fourth semester and going strong. We serve 50+ students and 20+ faculty/staff each semester. Attendees will learn how the club teaches long-term investing principles, promotes financial independence, and reinforces accounting and financial concepts of compound interest and time value of money. Through book studies, a stock market challenge, workshops, and student prizes, members gain leadership experience, resume-building opportunities, and a sense of belonging. The presentation includes student video testimonials, practical steps for launching a club, and a competitive poll with giveaways. Join us to explore how accounting educators can creatively connect curriculum to life-changing financial skills—and build community in the process.

Bio
Julie Duncan is a full-time accounting professor at Lone Star College, where she has taught in-person, hybrid, and online courses since 2015. She now teaches fully online asynchronous classes, focusing on making accounting accessible and engaging. Julie is passionate about incorporating professional communication and technologies like RPA, AI, Excel, and data analytics into her curriculum. Her industry experience as a Big 4 auditor, oil and gas accountant, and CPA enriches her teaching. She developed two courses: Advanced Excel Skills for Accounting and Robotic Process Automation Foundations. Julie currently serves as an at-large board member for TACTYC.

5.5 – TACTYC Talks

Lori Hatchell, Moderator
Virtual Technology in Accounting, Mayra L. Majica Butler
Cracking the Case: Experiential Fraud Learning, Annette Hoelzer
Teaching Mortgage Decisions with Excel, Martina Peng

NASBA Classification: Accounting– 1

5.6 – Bridging the Gap

Paulette Schirmer and Jeanette Landin, University of Alaska Southeast, AK and Landmark College, VT

NASBA Classification: Personal Development – 1

Abstract
One thing that has consistently come from administration and industry is that there is a knowledge gap that students have when they are both within the college experience and in industry. My goal through this session is to point to different methods to get the students involved in the process of using their voice, learned life experiences, and principles of financial accounting information to bring the perceived gap closer together. Without understanding what the students bring to the table for the discussion and learning opportunities, we are lecturing and pointing them to a methodology that has existed for many years and is failing the current employment opportunities that I see.

Bio
Dr. Paulette Schirmer
Dr. Schirmer is an Assistant Professor of Accounting with the University of Alaska Southeast for its accounting courses. She received her B.S. in Accounting from Metropolitan State College of Denver (now Metropolitan State University of Denver), her M.B.A. from Regis University, and her D.B.A. from the University of Phoenix, where she researched Globalization Strategies for Small Businesses. Dr. Schirmer was also recently an accountant with the Division of Finance for the State of Alaska. Dr. Schirmer was active in preparing Alaska’s Annual Comprehensive Financial Report, Annual Compensation and Travel Report, assisted with budgetary implementation, departmental accounting, and structure training.

Jeanette Landin
Dr. Jeanette Landin is a Professor of Professional Studies at Landmark College in Putney, Vermont. Dr. Landin earned her Ed.D. in Education, Curriculum and Instruction, and her MBA from the University of Phoenix and holds master’s level certifications in Autism Spectrum Disorders from Antioch University and in Accounting from the University of Phoenix. Dr. Landin co-authors McGraw-Hill’s Payroll Accounting and is the Associate Editor for Accounting for MERLOT.

5.7 – Preparing Workforce-Ready Accounting Students Through Certification - Sponsor Session - Certiport - Pearson

Scott Stoddart and Travis Qualls

NASBA Classification: Accounting – 1.0

Abstract
Accounting education is evolving, and so are the expectations placed on today’s graduates. Employers increasingly expect students not only to understand accounting principles but also to apply them using real world tools.
In this session, Certiport will share updates across its accounting and finance certification portfolio designed to support workforce ready accounting programs. We will review what is new in the Intuit QuickBooks Online Certified User exam, highlight additional Intuit certifications including Certified Bookkeeping Professional and Personal Finance, and introduce the new Excel for Accounting Associate certification.
Participants will leave with insight into how these credentials can support accounting pathways and help prepare students for real world accounting roles. Participants will:
• Review updates to the QuickBooks Online Certified User exam
• Explore Intuit accounting and finance certifications available through Certiport
• Learn about the Excel for Accounting Associate certification
• Discuss how certifications can support career readiness and applied accounting skills

SIXTH CONCURRENT SESSION

4:40 PM – 5:30 PM

6.1 – Tech Tools from a Non-Techie

Teresa Thomspon, West Valley College, CA

NASBA Classification: Information Technology – 1

Abstract
In this session, I’ll share simple, practical technology tools that have helped me connect with students, spark engagement, and make accounting more approachable for first-year learners. From building your own QuizBot to setting up an easy booking page in Outlook, we’ll explore tools that save time and improve communication. We’ll also cover ways to boost your professional presence by jazzing up your LinkedIn profile, clever Canvas hacks to streamline your course management, and creative design tips in Canva. No “tech expertise” required -just a willingness to experiment and bring a little extra joy and efficiency into your teaching

Bio
Teresa Thompson is a tenured accounting professor at West Valley College, a community college nestled at the base of the Santa Cruz Mountains in Saratoga, California. Passionate about joyful teaching and building connections in the classroom, she enjoys sharing practical strategies with colleagues across the country. This is why Teresa also serves on the board of the national organization Teachers of Accounting at Two-Year Colleges (TACTYC) whose mission matches her own - sharing what works in the classroom and connecting with other enthusiastic educators.

6.2 – Learning from Data Visualizations

Karen Congo-Farmer and Amy Fredin, Texas A&M University, TX and St. Cloud State University, MN

NASBA Classification: Accounting– 1.0

Abstract
A group assignment incorporating data visualizations is an effective teaching and learning method. This presentation will highlight students' takeaways on working with data, finding inspiration from each other, and seeing the need to upskill in data analytics overall. And it will also help you adapt this assignment to fit your class.

Bio
Karen Farmer
Karen Farmer is a senior lecturer at Texas A&M University who teaches Managerial Principles, Cost Accounting, Financial Statement Analysis, and Ethical Decision- Making and Conduct. She and co-author Dr. Amy Fredin have written the 2nd edition of the text Cost Accounting: With Integrated Data Analytics, to be published in 2026. More recently, Karen is putting her accounting skills to good use as the treasurer of the Cypress Woods Band Booster Association.

6.3 – Adjusting Accounting Assessment Due to Gen AI

Vernon Richardson, University of Arkansas, AR

NASBA Classification: Information Technology– 1

Abstract
We have traditionally used multiple choice questions to assess student learning. But that use of multiple choice questions doesn't work if GenAI can answer those questions easily. I will perform five GenAI labs using ChatGPT and Copilot, and provide novel ideas for assessing GenAI. Such assessment will ensure not just the ability to prompt GenAI for answers, but an assessment of understanding how that answer was achieved. We want students to use GenAI as an able assistant, but students need to lead and guide it to address accounting questions. Let's get there, together, in this changing world!

Bio
Vern Richardson is a Distinguished Professor of Accounting at the University of Arkansas. He recently won the 2024 American Accounting Association Outstanding Accounting Education Award, the 2024 AICPA Distinguished Achievement in Accounting Education, and the 2022 Innovation in Accounting Education award (with coauthors). He has developed a free resource for GenAI labs, RichlyAnalytic.com, to learn how to optimize the use of GenAI in accounting education as an able assistant to accountants. He is also the author of McGraw Hill textbooks in Accounting, Analytics and AI.

6.4 – Helping Students Become Career Ready

Adria Vasquez, Adel Palacios, Jr. and Sky Garza-Luna, Del Mar College, TX

NASBA Classification: Personal Development – 1.0

Abstract
Students should be knowledgeable of the soft skills and requirements of being in the workforce. In accounting courses, professors can introduce concepts such as time management, business etiquette, teamwork, and communication.

Bio
Adria Palacios Vasquez, CPA attended the University of Texas at Austin and is an Accounting Professor at Del Mar College in Corpus Christi, TX. She also has a CPA practice with Adelfino Palacios, Jr who is also an Accounting Professor at Del Mar College. They will be presenting with Sky Garza-Luna who is an Instructor of Accounting at Del Mar College.

6.5 – Equipping Students for Emotional Resiliency

David Krug, Johnson County Community College, KS

NASBA Classification: Personal Development – 1

Abstract
Accounting students are struggling—and our classrooms are showing it. Anxiety, depression, and social isolation are at historic highs among young adults, yet few instructors feel equipped to address these challenges. During my sabbatical, I developed practical materials to help students navigate mental health topics: managing anxiety, improving time management, building social connections, recognizing when to seek help, reframing negative thoughts, practicing mindfulness, and fostering positive self-talk. In this session, I will share actionable strategies for integrating mental health awareness into accounting instruction. Attendees will learn how to support students’ well-being, enhance engagement, and prepare them not just for exams, but for the personal and professional challenges of the accounting profession. As accounting educators, we have a unique opportunity—and responsibility—to cultivate resilience and holistic growth in the next generation of professionals.

Bio
A full-time instructor at Johnson County Community College in Overland Park, KS since 2004, David enjoys engaging with students and figuring out new ways to make the subject of accounting more interesting and fun. Dave began his career as a CPA in a public accounting firm and has also owned and operated a variety of businesses. He has a passion for student mental and emotional health, and in creating ways to get students to put down their phones and communicate deeply with each other. He is a frequent presenter for TACTYC.

6.6 – Creating Assessments in the Age of AK

Marilyn Brooks-Lewis and Jean Bowes-Taylor, Warren County Community College and South Carolina State College

NASBA Classification: Accounting – 1

Abstract
Creating authentic assessments in the age of AI requires educators to rethink traditional evaluation methods and focus on assessments that promote critical thinking, creativity, and real-world applications. In this session we will explore strategies such as scenario-based questions and experience-driven discussions, to assess students’ grasp of course materials.

Bio
Marilyn Brooks-Lewis is an Associate Professor at the Warren County Community College where she teaches accounting, business and sometimes Microsoft Office applications courses. She holds a B.S. Accounting degree, and a Master's in Business Administration (MBA) degree and is Microsoft certified in Word (Expert) and Excel (Expert), as well as W!se Certified in Personal Finance. She is also a licensed Insurance Producer for the State of New Jersey and has held FINRA Series 6 and 63 licenses (currently inactive). She has also worked as an Examiner (Accounting) for the Caribbean Examination Council (CXC).

6.7 How is Technology Changing the Classroom: Insights and Free Resources from KPMG - Sponsor Session - KPMG

Sean Treccia and Bette Kozlowski

NASBA Classification: Accounting – 1.0

Abstract
KPMG will present on overview of the free tools we have available for Community College faculty to use in the classroom.

SEVENTH CONCURRENT SESSION

8:30 AM – 9:20 AM

7.1 – The Teaching Cycle: A Sustainable Teaching Cycle

Tracie Miller and Stephanie Poindexter, Franklin University, OH and Dallas College, TX

NASBA Classification: Personal Development – 1

Abstract
This session reframes common teaching practices through a simple, repeatable teaching cycle that helps accounting faculty plan efficiently, teach with clarity, assess intentionally, and continuously improve. All without adding unnecessary workload! This session introduces a practical teaching framework organized around a five-stage teaching cycle: Plan, Teach, Assess, Reflect, and Revise. Rather than promoting time-intensive approaches, this session offers repeatable, faculty-centered strategies that improve student learning while keeping course design, instruction, and grading manageable. Attendees will leave with a clear framework and practical examples they can immediately apply.

Bio
Dr. Tracie L. Miller, PhD, CPA, is an accomplished accounting educator, administrator, and professional leader. She serves as Program Chair of Accounting at Franklin University, leading undergraduate and graduate programs, and also teaches as an adjunct professor at Austin Community College. She is currently president of TACTYC and has held leadership roles with TXCPA, AICPA, and AAA. Dr. Miller has received multiple awards for her professional and educational contributions and is the author of Principles of Accounting and Survey of Accounting, both published by Pearson.

7.2 – Teaching Taxes Through Service Learning

Eduardo Rivas, Quinsigamond Community College, MA

NASBA Classification: Tax – 1.0

Abstract
At Quinsigamond Community College, the Volunteer Income Tax Assistance (VITA) program has been transformed into a credit-bearing service-learning course that blends technical knowledge with community engagement. Since 2019, students have earned academic credit while preparing federal and state tax returns for low-income individuals, gaining hands-on experience with IRS training, TaxSlayer software, and client communication. Beyond tax preparation, students serve as translators, front desk assistants, and outreach ambassadors. Activities include television interviews, Spanish-language radio appearances, and partnerships with local organizations, which help students develop professional and civic skills while promoting financial literacy in the community. The program began with my own volunteer service in 2013, and since becoming coordinator in 2018, I have expanded it to engage both QCC students and community volunteers. This session will share a practical model for integrating VITA as a course, highlighting best practices, outreach strategies, and ways to build sustainable, high-impact service-learning opportunities.

Bio
Eduardo Rivas is a professor at Quinsigamond Community College, where he teaches accounting, mathematics, and computer information systems. A proud QCC alumnus and immigrant from El Salvador, Eduardo began volunteering with the VITA program in 2013, became its coordinator in 2018, and created the ACC 225 VITA Practicum course in 2019. Under his leadership, students and volunteers prepare hundreds of tax returns each year while developing professional skills and serving the community. Eduardo holds an MBA, a CAGS, and dual bachelor’s degrees in Accounting and Information Technology. His work blends education, technology, and service to empower students.

7.3 – AI Enabled Teaching that Sustains Educators

Heaven Warner, College of the Canyons, CA

NASBA Classification: Information Technology – 1

Abstract
College teaching is getting harder: students learn in short, interactive bursts while faculty juggle grading, prep, emails, and endless change. Sustained Educators means using technology to protect the human parts of teaching: connection, clarity, and belonging, while cutting busy work. This session shows practical ways to use today’s AI and creator tools to (1) plan faster, (2) teach more clearly, and (3) extend impact beyond a single class. You’ll see simple, ethical workflows with ChatGPT, Gemini, HeyGen, Veo 3, OpusClip, Ideogram, Canvas (LMS), Perplexity Pro, and Gamma that you can try immediately, no vendor pitch, no tech jargon. Leave with ready-to-use templates that save you hours each week.

Bio
Heaven Warner, known as “the AI Academic,” is an educator and entrepreneur with 13 years in higher education and 12 years in corporate America. She helps K–12 and higher-ed adopt AI to engage students, ease faculty workloads, and improve outcomes. She holds a B.S. in Accounting & Statistics, an MBA in Accounting, and is completing her doctorate in Educational Leadership (2025), focusing on transformational leadership. A frequent conference speaker, Heaven has taught and mentored thousands of students and educators, translating business-tested practices into human-centered classrooms, with a mission to personalize learning and equip schools for an AI-enabled future.

7.4 – TACTYC Talks

Lori Hatchell, Moderator
10 Analytics/AI Labs in 10 Minutes for Intro – Vernon Richardson
Task Based Simulation – Itemized Deductions, Susan Youngberg
TBD

NASBA Classification: Accounting – 1.0

7.5 – Good Thinkin’! The HEART of Ethical Reasoning

Jerrilyn Eisenhauer, Tulsa Community College, OK

NASBA Classification: Behavioral Ethics – 1

Abstract
Teaching ethical reasoning in accounting goes beyond numbers by pointing straight to the heart of decision-making. The presentation will stimulate conversations using both formal and informal logic to make ethical decisions. Situational simulations will be provided, and several ideas will be shared to incorporate ethics into the accounting classroom. Additionally, a version of the “judgment process” will be shared and discussed. This session is designed to qualify for ethic hours for continuing education credits but will also assist instructors on how to adapt classrooms to model the importance of ethical decision making in the classroom.

Bio
Jerrilyn Eisenhauer is an Accounting Associate Professor for Tulsa Community College. She earned her B.S. and M.S. in Accounting from Oklahoma State University, and has actively worked as a CPA since 2004. She enjoys presenting and working across state lines with other instructors in the development of accounting curriculum. Jerrilyn savors many blessings with her husband and children as they continue the homeschooling mission. Her family continues to check a games off at MLB ballparks, chanting, “Go-Cubs-Go!” and sometimes wearing dodger-blue or perhaps supporting father Padre! “Every day is gift; work hard and play harder.”

7.7 – - Sponsor Session - Beta Alpha Psi

NASBA Classification: Accounting – 1.0

Abstract

EIGHTH CONCURRENT SESSION

9:30 AM – 10:20 AM

8.1 – Excel Lookups and Pivot Tables for Accounting

Debbie Bloom, Reading Area Community College, PA

NASBA Classification: Personal Development – 1

Abstract
This session will bridge the gap between classroom learning and workplace demands by exploring the practical application of specific accounting problems to the employer-desired Excel skills of VLOOKUP, XLOOKUP, SUMIF, PivotTables and Pivot Charts, and the new GROUPBY function. Participants will learn how to integrate these functions into accounting courses such as Managerial Accounting, Cost Accounting, Intermediate Accounting, and Taxation, demonstrating how accountants can transform raw data into actionable insights. Participants will be provided with relevant data sets to use in the classroom, and video instructions suitable for posting to the learning management system for students to view, or for the instructor to use to learn to confidently lead a class in the computer lab. Bring your laptop to fully participate in this interactive session.

Bio
Debby was born in Brooklyn, NY and currently resides in Reading, PA. Debby is an Associate Professor of Accounting at Reading Area Community College. Debby earned her bachelor's degree in Accounting from Boston University, her master's degree in Accounting from Suffolk University, and a master's degree in Mathematical Finance from UNC-Charlotte. In addition, Debby holds the following certifications: CMA, CFM, CSCA, and FMAA, and is certified in Excel Modeling, Excel Visualization, and Forecasting and Predictive Analytics from the AICPA. Debby has been teaching accounting since 1994, and has a background in portfolio accounting and internal auditing.

8.2 – ACAT Credentials to Empower Community Colleges

Wilfredo Moran and Eddie Garcia

NASBA Classification: Personal Development – 1.0

Abstract
Get to learn about a worthy credential available for community college graduates. The CPA license is not available to graduates from community colleges. However, for students seeking to distinguish themselves, these alternative credentials can help them accomplish this goal. The Accreditation Council for Accountancy and Taxation (ACAT) offers credentials to community college graduates who currently are flying under the radar. The ACAT allows students to be an Accredited Business Accountant/Advisor (ABA), an Accredited Tax Preparer (ATP), or an Accredited Tax Advisor (ATA). This presentation will provide valuable information about these credentials and their potential benefits to community college students.

Bio
Wilfredo Moran is a self-directed, action-oriented professional with over 20 years of experience in higher education. I am currently an Assistant Professor at Queensborough Community College (CUNY). Hold a Master of Business Administration (MBA) with a concentration in Accounting. Recognition: Nominated for the 2017 and 2018 Distinguished Teaching Prize at John Jay College of Criminal Justice–City University of New York (CUNY). Selected by Southern New Hampshire University as the Outstanding Student in the MBA with a concentration in accounting program. A Certified Public Accountant (CPA) and an Accredited Business Advisor (ABA).

Eddie Garcia
Eddy Garcia is a tenured Lecturer and Unit Coordinator of the Business and Accounting Department at Hostos Community College, part of the City University of New York. He holds an MBA in Business Administration, an MSA in Accounting, and is a PhD candidate in Leadership with a business concentration, expected to complete in Summer 2026. With more than 17 years of higher education teaching experience, his work centers on leadership development, accounting education, and strengthening student success pathways. Eddy is committed to advancing inclusive and effective learning environments that support diverse urban student populations.

8.3 – The Ethics of Artificial Intelligence

Cathy Scott and Connie Belden,

NASBA Classification: Ethics – 1

Abstract
In no other field is the ethical compass more crucial than in artificial intelligence. As a transformative, general-purpose technology, AI is reshaping how we work, live, and interact—driving change at a pace not seen since the invention of the printing press. While AI offers immense benefits across many fields, including education, business, and industry, it also carries serious risks. Without clear ethical guardrails, AI systems can reinforce societal biases, create false information, and endanger fundamental human rights. This presentation explores the ethical challenges of AI development and deployment, with particular attention to its impact on accounting and accounting education, emphasizing the need for responsible innovation that centers on fairness, transparency, and accountability in a rapidly evolving landscape.

Connie Belden
Connie Belden received her MBA from Wichita State University and a Master's in Educational Leadership from Kansas State University. She is a professor and department chair of Accounting & Business Administration at Butler Community College. Connie is a certified Quality Matters Master Reviewer and serves on the College Curriculum Team. Connie has received several teaching awards, including Butler's Master Teacher in 2015, the 2018 Teaching Excellence Award for Region 5 of ACBSP, and the 2020 Cook Award from the American Accounting Association. She is a TACTYC board member and is a co-author for Cengage's "College Accounting" textbook.

8.4 – Leverage AI to Teach Smarter, Not Harder

Kwohn Whittaker, Austin Community College, TX

NASBA Classification: Information Technology – 1.0

Abstract
This presentation, delivered by Mr. Kwohn R. Whitaker, focuses on empowering educators to effectively integrate artificial intelligence into their teaching practices using Google’s NotebookLM. The session introduces participants to the core features of NotebookLM and demonstrates how it can be used as a powerful academic tool to enhance course preparation, organization, and student engagement. Attendees are guided through practical applications, including how to create and manage notebooks for course materials, summarize complex content, and generate study aids such as quizzes and flashcards. A key theme of the presentation is positioning AI as a collaborative partner rather than a replacement for educators. The presenters highlight how NotebookLM operates as a closed-system AI, ensuring academic integrity by only analyzing instructor-provided materials such as syllabi, textbooks, and research articles.The presentation also incorporates research-based insights showing improved learning outcomes when AI-assisted instruction is used, particularly for developing learners. Interactive elements, such as audience polling and live demonstrations, engage participants and encourage reflection on their current use of AI in teaching. Overall, the session emphasizes how AI tools like NotebookLM can help educators teach smarter, not harder by streamlining lesson preparation, enhancing content delivery, and improving student success.

8.5 – Build Your Own AI Bot – No Coding, No Cost

DeAnna Martin, Santiago Canyon College, CA

NASBA Classification: Personal Development – 1

Abstract
Want to reduce routine student emails and free up more time for teaching? In this hands-on 50-minute workshop, you’ll go from AI novice to creator of your own classroom AI bot—no coding required. Drawing on insights from the “AI in Education” course, your facilitator will guide you step-by-step through PlayLab, a free and user-friendly tool for building and deploying AI bots. By the end of the session, you’ll have your own personalized AI assistant ready to support your students—at no cost to you. Join us to discover how easy and empowering it can be to create your own AI bot.

Bio
DeAnna Martin, CPA, MBA, is a professor at Santiago Canyon College in Orange, CA. She has been teaching since 2001, both on campus and online. Her regular courses include College Accounting, Financial Accounting, and Managerial Accounting. Before teaching, she began her career at Deloitte, and she later worked in private industry. She obtained her CPA license, and she earned her MBA degree with a double emphasis in Accounting and Finance. She has earned two online teaching certifications utilizing both BlackBoard and Canvas platforms. She has also served with the Online Education Initiative to design a California state-wide online course rubric.

NINTH CONCURRENT SESSION

10:30 AM – 11:20 AM

9.1 – Best Practices in Online Content Delivery

Jason Hamlin, Butler Community College, KS

NASBA Classification: Personal Development – 1

Abstract
With online enrollment at an all-time high (topping 60% of credit hours in some cases, and often higher), it's safe to say that online classes are here to stay. (Like it or not!) This presentation will explore how we can challenge ourselves to help students get the most value possible out of hybrid and online modalities. I will be bringing insights gained straight from the online classroom: what's worked well, what's worked less well, where research is leading us, and where we need to focus to give online students the best experience and outcomes possible while providing the flexibility they need to complete their degrees. The presentation will be very practical and will also include a time for interaction with other practitioners on the topic.

Bio
Jason Hamlin is a Senior Educator in Accounting at Wichita State University. He has also taught on the adjunct faculty at Butler Community College (KS) for nearly 8 years. He brings nearly 20 years of industry experience in both public and private accounting, focusing on primarily on auditing, internal controls, and manufacturing accounting. He completed his undergraduate and graduate studies in the Barton School of Business at Wichita State University, with an undergrad major in Accounting and an MBA concentration in Finance. He resides in the Wichita, KS metro area.

9.2 – Boost Retention and Capacity via Course Setup

John Mayes and Susan Eason, San Jacinto College, TX

NASBA Classification: Personal Development – 1.0

Abstract
Accounting students often struggle to apply principles to new problems after exams, highlighting the need to move beyond rote memorization to long-term usable knowledge. This session demonstrates how aligning a quality course design rubric with cognitive learning principles of knowledge retention and absorptive capacity can address this challenge. Using a quality course design rubric ensures course design supports engagement, accessibility, and assessment alignment, fostering effective learning outcomes for all teaching modalities. Participants will explore how to design their courses in a way that enhances two core areas: Knowledge Retention—clarity, pacing, and structured assessments reduce cognitive load, strengthen learning, and enable long-term recall; and Absorptive Capacity—diverse resources, interactive activities, and real-world applications help students acquire, integrate, transform, and apply knowledge to solve complex problems. Attendees will leave with an actionable framework for designing accounting courses that cultivate adaptive experts capable of retaining, applying, and innovating knowledge beyond the classroom.

Bio
John Mayes
John Mayes, Accounting professor at San Jacinto College Online, who holds a doctorate from Capella University, enjoys helping students gain an understanding of any challenging areas of accounting and business management.

Susan Eason
Susan Eason, Accounting professor at San Jacinto College Online, who holds a doctorate from the University of Houston, enjoys learning new and innovative instructional strategies for student success.

9.3 – AI Driven Engagement in Accounting

Reynaldo Jasso, South Texas College, TX

NASBA Classification: Information Technology– 1

Abstract
This proposal examines how servant leadership and artificial intelligence (AI) tools can enhance student engagement in online accounting education. Building on prior research linking humility, stewardship, and empowerment to engagement, the study explores how technologies like Microsoft Copilot, ChatGPT, Google Gemini, Padlet, and Yuja support active learning strategies such as ownership and underpinning. These tools enable personalized feedback, scenario-based learning, and collaboration, helping students engage more deeply with instructors and content. For example, Copilot and ChatGPT assist with financial analysis, while Padlet and Yuja foster peer interaction and multimedia learning. The proposal also highlights generational differences in faculty engagement, suggesting that younger instructors may benefit from mentorship and training in AI-enhanced pedagogy. By integrating servant leadership with AI tools, educators can create more engaging, inclusive, and effective online accounting environments—advancing TACTYC’s mission to promote excellence in two-year college accounting education.

Bio
Dr. Reynaldo Jasso, Jr., is an Associate Professor of Business Administration at South Texas College (STC). He has taught at STC for over 32 years. His research focuses on servant leadership, student engagement, and active learning in online learning environments. With a strong interest in accounting education, Dr. Jasso explores the integration of artificial intelligence tools to enhance active learning and instructional effectiveness.

9.4 – Following the Money: Inspiring Future Accountants

Annette Hoelzer, Franklin University, OH

NASBA Classification: Personal Development – 1

Abstract
One of the greatest challenges in community college accounting programs is attracting new students who often perceive accounting as dull or limited to tax and audit work. This presentation explores how introducing students to forensic accounting and internal audit can expand their view of the profession and spark genuine interest. By highlighting the dynamic overlap between internal audit and fraud examination, we can show students that accounting offers engaging, investigative, and impactful career paths. I will share strategies for weaving these topics into the classroom and demonstrate how exposing students to real-world applications enhances program participation. In addition, I will highlight a successful high school competition in Ohio that immerses students in a simulated fraud examination. This innovative approach has proven effective in generating excitement and inspiring students to consider accounting as a rewarding and meaningful career choice

Bio
Annette Hoelzer brings over 32 years of accounting experience, retiring as a partner from BDO. She has served with Franklin University for 11 years, including six years as Lead Faculty in Accounting. Annette holds a Master of Taxation and is both a Certified Public Accountant and Certified Fraud Examiner. A two-time winner of the Robert L. Bailey Teaching Award, she is recognized for her excellence in teaching and student engagement. She also serves on the board of the Central Ohio Association of Certified Fraud Examiners and is an active member of the Ohio Society of CPAs.

9.5 – Does Virtual Exam Proctoring Work

Martin Blaine, Columbus State Community College, OH

NASBA Classification: Personal Development – 1.0

Abstract
This presentation will present the findings from a study that evaluated the effectiveness of Respondus Monitor as a remote proctoring tool by comparing student performance on exams administered through two different methods: the CSCC Testing Center (in-person proctoring) and Respondus Monitor (at-home virtual proctoring). By assessing differences in academic performance and exam security across these conditions, this research will provide data-driven insights into the efficacy and reliability of Respondus Monitor as an alternative to traditional in-person proctoring.

Bio
Martin is a student-focused Professor who loves a challenge and bringing new strategies to the classroom. After graduating with a BA from Hendrix College and an MSA from Wake Forest University, Martin worked as a forensic accountant, an auditor for Deloitte and as a controller for a food manufacturer. These varied experiences have served him well since he began teaching at Columbus State in 2010. He is the lead instructor for CSCC's biggest accounting course (Financial Accounting) as well as Accounting Systems and Auditing. He also serves in a leader in the faculty governance of the college.

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