Integrated Accounting Principles: A Best Practices Course for Introductory Accounting

2011 ◽  
Vol 27 (1) ◽  
pp. 247-266 ◽  
Author(s):  
D. Lee Warren ◽  
Marilyn N. Young
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Strategies ◽  
Learning Goals ◽  
Accounting Profession ◽  
Business Press ◽  
Accounting Principles ◽  
Introductory Accounting ◽  
Innovative Learning ◽  
High Level

ABSTRACT For many years, the accounting profession has encouraged accounting educators to rethink the introductory accounting principles courses. In response, accounting educators have developed strategies for enhancing the first courses, including: a new sequence for the course topics, active learning pedagogies, an emphasis on critical thinking, use of simulations, use of articles from the business press, and a reduced emphasis on debits and credits. Individually, each of these innovations moves us closer to the ideal course envisioned by the leaders in the profession, but what if all of these innovations were combined into the learning goals of a single principles course? The purpose of this paper is to describe a best practices course entitled “Integrated Accounting Principles” (IAP). This course focuses on accounting knowledge and skills development in the learning goals, and is taught with an active learning pedagogy in a six-hour format. This course draws on many innovative learning strategies from the accounting and education literature, as well as a few new and adapted tactics. In addition, the course is aligned with the goals outlined by the accounting profession and encourages a high level of student engagement.

“Food (Not) from a Truck”

2021 ◽  
Vol 25 (1) ◽  
pp. 91-106
Author(s):  
Benjamin E. Zeller
Keyword(s):  
Active Learning ◽  
Cultural Studies ◽  
Best Practices ◽  
Cultural Study ◽  
Learning Strategies ◽  
Food Studies ◽  
Religious Studies ◽  
Key Concepts ◽  
Active Learning Strategies ◽  
Nutritional Studies

Abstract This article charts the major concepts, theoretical and methodological models, and approaches used by teachers and scholars of religion and food, with a focus on how such concepts may be embedded within courses on religion and nature. The article first introduces central topics such as foodways, the food cycle, and some key concepts within the cultural study of religion, nature, and food. Second, it notes how the study of religion, nature, and food requires drawing from the tools of food studies, religious studies, diet/nutritional studies, and cultural studies, among others. Finally, the article offers some best practices in terms of how to teach the topic, focusing on active learning strategies. The article proposes that because everyone eats, the topic of religion, nature, and food is a unique way to engage students, helping them think critically about an otherwise unexamined but pervasive aspect of life.

scholarly journals STRATEGI PEMBELAJARAN AKTIF QUESTION STUDENT HAVE (QSH) PADA MATA PELAJARAN FIQH DI MTS NEGERI 9 BANTUL

2020 ◽  
Vol 5 (1) ◽  
pp. 84-102
Author(s):  
Ida Zusnani ◽  
Ali Murfi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Goals ◽  
Learning Material ◽  
Classroom Situation ◽  
Specific Time ◽  
Active Learning Strategies ◽  
Qualitative Descriptive ◽  
Descriptive Method

Learning that does not pay attention to individual differences in children and is based on the wishes of the teacher, will be challenging to be able to lead students towards the achievement of learning goals. One application rather than active learning is the Question Students Have strategy (questions from students). This study aims to find out and understand the forms, steps, strengths, and weaknesses of the Question Student Have (QSH) learning strategy, as well as how the Learning Implementation Plan (RPP) is modeled in Fiqh subjects in MTs Negeri 9 Bantul. This research uses a qualitative descriptive method. The results showed that the form of the Question Student Have strategy teachers stimulated students to learn firsthand the learning material materials that would be delivered within a specific time. After that, students are invited to submit questions from material that they do not understand nor understand. Steps to make the Question Student Have strategy more effective then allocate time for each session after that if the class is too large so that there is not enough time to distribute the paper to all students, divide the class into groups and follow the instructions as above. This Question Student Have a strategy that can attract and focus the student's attention even though the classroom situation was complicated before or students had a joking habit during the lesson. However, not all students were comfortable with making questions because the level of students' abilities in the class was different. In the future, a teacher must continue to look for and formulate strategies that can embrace all differences held by students. Keywords: Active Learning Strategies, Question Student Have (QSH), Fiqh Subjects, MTs Negeri 9 Bantul.

How Is Mathematics Humanistic, Culturally Rich, Relevant, and Interesting?

2018 ◽  
pp. 155-180
Author(s):  
Priya Shilpa Boindala ◽  
Ramakrishnan Menon ◽  
Angela Lively
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Process ◽  
History Of Mathematics ◽  
Learning Experiences ◽  
Learning Goals ◽  
Early Implementation ◽  
Active Learning Strategies ◽  
History Of ◽  
Pilot Implementation

This chapter focuses on the redesign of a traditional History of Mathematics course as an internationalized course and its early implementation. This redesign of the course incorporates significant learning experiences and includes the learning goals of both the college and the discipline. The design of these learning experiences using the backwards design model, the framework based on a blended taxonomy of Bloom and Fink, are elaborated on. How these learning experiences are supported by active learning strategies and forward assessments is also presented. The pilot implementation by an author not involved in the design process provides for an objective perspective of this redesign. The chapter elaborates on the learning experiences within the initial implementation and concludes with ideas for future iterations of the course.

scholarly journals PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

2015 ◽  
Vol 14 (2) ◽  
pp. ar23 ◽  
Author(s):  
Sarah L. Eddy ◽  
Mercedes Converse ◽  
Mary Pat Wenderoth
Keyword(s):  
Adult Learners ◽  
Active Learning ◽  
Best Practices ◽  
Teaching Practices ◽  
Research Literature ◽  
Learning Goals ◽  
Evidence Based ◽  
College Age ◽  
Specific Feedback ◽  
And Mathematics

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved.

scholarly journals Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

2008 ◽  
Vol 7 (4) ◽  
pp. 382-393 ◽  
Author(s):  
Jonathan D. Knight ◽  
Rebecca M. Fulop ◽  
Leticia Márquez-Magaña ◽  
Kimberly D. Tanner
Keyword(s):  
Active Learning ◽  
Molecular Biology ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
San Francisco ◽  
Learning Goals ◽  
College Level ◽  
Laboratory Course ◽  
Biology Laboratory

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments

SAMUEL J. BROADS CONTRIBUTIONS TO THE ACCOUNTING PROFESSION

1996 ◽  
Vol 23 (2) ◽  
pp. 69-85 ◽  
Author(s):  
Gary John Previts ◽  
Thomas R. Robinson
Keyword(s):  
Self Regulation ◽  
Accounting Profession ◽  
General Acceptance ◽  
Accounting Principles ◽  
The Individual ◽  
Securities Laws ◽  
Analogous Reasoning ◽  
Independent Audit ◽  
Selection Of

In the decade following the passage of the Federal Securities Laws of 1933 and 1934, the reform of accounting and auditing practices directed authority for selection of accounting principles and auditing procedures away from the discretion of the individual accountant and auditor. Instead, a self-regulatory peer driven process to establish general acceptance for a more limited set of principles and procedures was being initiated. Two events which occurred in 1938 indelibly affected this process, the SEC's decision to issue Accounting Series Release No. 4, which empowered non-governmental entities as potential sources of authoritative support, and the McKesson & Robbins fraud which called into question the value of the independent audit and the role of external auditing at the very time a momentum had been established for self-regulation by the nascent and recently reunified accounting profession. The contributions of Samuel J. Broad in both the initiatives for self-regulation of accounting principles and of auditing procedures is examined in this paper. Further, several examples of Broad's rhetorical technique of employing analogous reasoning to facilitate dissemination of complex economic and accounting issues are examined.

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

2019 ◽  
Author(s):  
Kalyca N. Spinler ◽  
◽  
René A. Shroat-Lewis ◽  
Michael T. DeAngelis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Earth Science ◽  
Active Learning Strategies ◽  
Physical Geology
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